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TEACHING 


THE  SCHOOL  LIBRARY 
Elementary  and  Rural 


Willis  H.  Kerr 


Number  32 


A    JOURNAL    PUBLISHED     BY 

THE      STATE     NORMAL    SCHOOL 

AT     EM.PORIA.    KANSAS. 


TEACHING 


Published  every  month  by  the  Kansas  State  Normal  School  at  Emporia, 
representing  the  official  and  professional  interests  of  the  School. 

Sent  free  of  charge,  on  request,  to  any  teacher,  editor,  public  official, 
alumnus,  or  citizen. 

Entered  as  second-class  matter  at  the  Emporia  post  office  under  the 
act  of  August  24,  1912. 

Address  communications  to  The  Editor  of  TEACHING,  State  Normal 
School,  Emporia,  Kan. 

PRES.  THOS.  W.  BUTCHER,  Editor  in  Chief. 
BAKER  BROWNELL,  Editor. 


Vol.  Ill,  No.  2.  December  15,  1916.  Whole  No.  32. 


CONTENTS. 

The  School  Library,  Elementary  and  Rural. 

page 

Editorial    3 

The  Alien  Tradition. 

The  School  Library. 

Why  Mary  Does  n't  Swear. 

Why  School  Libraries? 7 

WILLIS  H.  KERB,  the  librarian  and  professor  of  library 
science  at  The  Kansas  State  Normal  School. 

The  Books  to  Begin  With 8 

HORACE  M.  CULTER. 
AGNES  KING. 
WILLIS  H.  KERB 

Putting  a  School  Library  in  Order 12 

WILLIS  H.  KERR. 

The  Picture  Collection  in  Everyday  Use 15 

WILLIS  H.  KERR. 

Subject  Headings  for  Picture  Collection .- .  .       17 

AGXES  KING,  FATE  HUFFMAN . 

Story  Telling:   Bibliography 21 

Compiled  by  GERTRUDE  BUCK,  the  professor  of  library 
science  at  The  Kansas  State  Xormal  School. 

Can  Your  School  Library  Answer  These  Questions?. . .       23 
WILLIS  H.  KERR. 

School  Library  Aids 24 

WILLIS  H.  KERR. 

Magazines  for  Teachers  and  Schools 24 

WILLIS  H.  KERR. 

Recreation  and  Entertainments  for  Schools 26 

HORACE  M.  CULTER,  the  professor  of  rural  education  at 

The  Kansas  State  Normal  School. 
WILLIS  H.  KERB. 

A  Suggestive  List  of  Books  for  Teachers 26 

Compiled  by  SUPERINTENDENT  J.  B.  HEFFELFINGER, 
Arkansas  City,  Kan. 

A  Preliminary  Report  of  an  Investigation  of  the  Value 

of  Marks  Given  to  College  Classes ' 27 

J.  C.  DEVOSS. 


TEACHING 


nitr 


EDITORIAL. 

THE  ALIEN  TRADITION. 

If  specific  legislation  such  as  a  rural  credits  bill  or  an  eight- 
hour  law  could  correct  the  spiritual  impotence  which  our  na- 
tion has  revealed  during  the  last  two  years,  powers  would 
arise  no  doubt  which  would  force  it  through  at  any  cost.  A 
specific  and  localized  danger  as  great  as  the  slow  sickness  of 
soul  that  has  come  over  us  could  be  met  by  specific  measures, 
and  reaction  would  be  instant  and  vigorous.  Specific  and  local 
groups  of  men  because  specially  affected  would  rise  to  the 
emergency.  They  would  lead  the  others  to  a  more  intense 
realization,  and  the  danger  would  be  overcome.  A  concrete 
situation  open  to  defined  attack  is  always  clearer  to  the  popu- 
lar eye.  The  public  perhaps  rightly  demands  specific  and 
material  reference. 

But  the  nation's  greatest  danger  at  the  present  moment,  a 
debilitated  patriotism,  is  not  concrete.  It  is  a  danger  with 
unfortunately  few  specific  references.  We  feel  towards  it 
a  vague  moral  uneasiness  and  humiliation,  but  few  or  none 
of  our  citizens  are  aroused  to  definite  recuperation.  We  look 
around  mildly  for  a  method  of  reaction,  but  find  little  in  leg- 
islation or  propaganda  directly  to  overcome  it.  It  is  true, 
future  dangers,  most  intense  and  specific,  can  arise  from  it, 
but  such  is  not  immediately  evident  to  most  Americans.  The 
serious  national  danger  is  not  localized;  it  is  general.  It  af- 
fects no  man  very  much.  It  affects  all  of  us  a  little. 

An  anaemia  hardly  to  be  located  in  a  special  organ  has  faded 
and  enfeebled  the  body  of  American  patriotism.  Lacking  ex- 
pression, lacking  realization  of  earlier  impulses,  we  have  all 
fallen  more  or  less  into  indifference.  We  have  eaten  the 
classic  lotus.  We  have  been  doped  with  pacifism  and  lie  in  inert 
dreams. 

In  this  spiritual  crisis  our  danger  is  not  from  the  wild,  red- 
eyed  anarchist,  nor  from  the  violent  English  or  German  hy- 
phenate. These  can  be  met  with  definite  attack.  These  are 
positive  and  state  an  issue.  The  danger  is  from  the  quiet, 
colorless,  everyday  citizen  who  "does  n't  see  any  sense  in  all 
this  excitement,"  who  "stays  home  and  minds  his  own  busi- 
ness," and  nothing  else.  Our  moral  and  patriotic  insecurity 
lies  in  the  very  stuff  of  the  nation,  its  human  material,  its 
common  citizen. 


TEACHING 


This  comfortable  man,  who  seems,  if  popular  expressions 
count,  to  be  the  average  American  citizen,  shows  few  interests 
beyond  the  quiet  respectabilities  of  his  locality.  Summing 
him  up  he  has  few  enthusiasms  on  which  he  will  act  beyond 
the  region  of  his  particular  business  and  his  family  of  four. 
His  grasp  of  ideals,  of  concepts  and  emotions  such  as  na- 
tionality or  religion  is  meagre.  It  is  unimaginative  and  in 
terms  of  small  domesticity.  This  is  the  man  who  can  not  con- 
ceive of  the  state  as  more  than  an  organization  for  making 
postage  stamps  and  silver  half  dollars.  He  sees  no  sense  in  a 
nation  whose  function  is  greater  than  his  own  coziness  and  pur- 
suit of  wealth.  His  is  a  snug  individualism,  comforting  and 
personally  pleasant,  and  it  irritates  him  to  feel  cold  draughts 
from  Scythian  lands  without. 

This  man  wonders  what  there  is  in  the  concept  of  the  nation 
to  get  emotional  about.  He  prefers  to  love  his  wife  and  his 
warm  breakfast.  It- vaguely  annoys  him  to  be  beset  by  talk 
of  national  pride  and  national  honor.  Such  things,  he  feels, 
may  be  causes  of  disturbance.  "After  all,"  he  says,  "when 
you  come  down  to  the  common  sense  of  it,  a  nation  is  no  more 
than  an  arrangement  whereby  we  individuals  may  remain 
undisturbed."  He  is  gently  contemptuous  of  vision;  he  is 
softly  indifferent  to  staunch  national  prejudice;  he  appreci- 
ates no  spiritual  value  in  a  national  ideal.  "You  may  see  all 
that,"  he  says,  "but  I  am  a  common  man ;  I  can't  see  any 
more  reality  in  a  nation  than  that  it  helps  you  and  me -in- 
dividually." He  loves  his  wife  because  she  gets  warm  break- 
fasts for  him,  mends  his  socks,  and  is  a  comfortable  person  to 
have  around.  He  loves  his  church  because  he  likes  to  be  with 
respectable  people,  and  it  helps  his  business.  He  loves  his 
country  because  it  keeps  him  in  peace  and  supplies  him  with 
postage  stamps. 

This  is  the  status  of  the  average  American,  and  in  him  lies 
our  gravest  danger.  It  is  a  general  danger,  this  spiritual 
death  of  the  nation.  It  refers  to  all  of  us,  but  not  very  much 
to  any  of  us.  It  is  a  rather  vague  danger,  without  exact  defi- 
nition. It  injures  no  one  specifically — as  yet.  It  has  no 
special  vulnerability  to  an  attack  or  correction.  It  is  for  this 
very  reason  that  the  slow,  fatal  shadow  of  it  is  our  most  ter- 
rible enemy. 


TEACHING 


The  causes  and  realities  of  this  condition  have  many  aspects. 
Underlying  many  of  them  are  those  things  in  a  man's  life  that 
we  call  roots.  Not  the  ultimate  reality  of  a  social  unit,  they 
still  explain  much  in  particular  that  is  vague  in  general. 
Roots  are  uncertain  things  in  history  without  statistical  bulk. 
They  are  sometimes  vague  things,  such  as  sentiments  or  sym- 
pathies, or  little,  seemingly  trivial,  home  customs  and  atti- 
tudes. Every  great  people  has  its  roots,  traditions  and  sym- 
pathies peculiar  to  the  group.  The  Frenchman  is  bred  in  a 
world  different  from  the  German's;  the  Japanese  to  a  life 
different  from  the  Spaniard's.  Not  blood  so  much  as  inherited, 
homogeneous  tradition  gives  a  people  its  distinction  and  real- 
ity. Those  deep  commonplaces  of  life,  the  home  way  of  ac- 
cepting the  world,  the  massive  little  realities  of  the  soil  on 
which  one  is  raised,  are  a  man's  deepest  stabilities.  They, 
and  the  realization  that  he  has  long  belonged  to  them,  give  him 
firmness  and  place  in  the  world.  They  make  the  community 
reveal  itself  to  him  its  deeper  life,  not  merely  a  collection  but 
one  reality.  They,  above  all  things,  are  passionately  defended. 
It  is  this  primarily  which  gives  to  nations  their  vital  distinc- 
tions, their  breeding  and  language,  their  rich  expressiveness 
in  music  and  the  other  arts.  It  is  this  which  makes  a  people 
say  with  sacred  emphasis,  "We  are  one  people." 

America,  however,  is  unfortunate  in  this  respect.  With 
nearly  one-half  of  her  population  of  alien  parentage,  America's 
homes  are  comparatively  rootless  homes.  Her  citizens  have 
not  grown  long  on  American  soil.  They  have  changed;  they 
have  wandered ;  they  have  been  torn  from  their  roots  in  their 
own  land;  they  have  broken  from  the  loves  and  traditions 
of  their  past  and  have  not  yet  remade  them  in  the  new 
land.  No  man,  perhaps,  is  so  accustomed  to  live  next  door 
to  a  foreigner  as  is  an  American.  No  community,  perhaps, 
is  so  variously  split  by  various  alien  traditions  as  the 
American  community.  The  average  man  in  America  finds 
less  of  the  common  community  about  him,  fewer  general  sym- 
pathies and  enthusiasms,  less  of  a  common  attitude  toward 
life  than  his  European  cousin.  If  of  old  colonial  stock  he 
gulps  when  he  says,  "We  are  one  people."  If  of  foreign  stock 
he  does  not  say  it  at  all. 

A  great  and  abundant  foliage  has  followed  America's  politi- 
cal development,  but  the  root  growth  has  been  small.  Com- 
forts and  personal  success  are  satisfying  more  and  more  the 


ideal  of  the  American  average  man.  "Why  get  excited,"  he 
asks,  "over  this  nationality  and  patriotism  business ;  I  do  n't 
see  anything  special  in  it?"  It  is  the  force  of  the  alien  tradi- 
tion that  is  behind  much  of  our  national  indifference. — B.  B. 


THE  SCHOOL  LIBRARY. 

"If  there  could  be  placed  in  each  of  the  8000  school  dis- 
tricts of  Kansas  even  a  small  but  well-chosen  library,  and  a 
score  of  choice  books  added  each  year,  the  time  would  soon  come 
when  the  country  youth  would  have  a  knowledge  and  apprecia- 
tion of  the  best  that  there  is  in  the  world's  great  literature. 
If  country  life  is  to  be  enriched,  if  the  country  boy  and  girl 
are  to  be  saved  for  the  farm,  if  we  are  to  have  a  cultured  as 
well  as  an  intellectual  farming  class,  it  is  high  time  the  rural 
teachers  awake  to  the  necessity  of  placing  a  library  in  every 
district  school  in  the  state,  and  adding  to  it  every  year." 

This  is  a  statement  by  State  Superintendent  W.  D.  Ross, 
which  strikes  vitally  the  modern  book  problem.  He  might 
have  added  further  that  Kansas  has,  wielding  its  books,  at 
least  some  of  them,  a  cool  and  clever  strategist,  and  a  mas- 
ter of  prodigious  labor.  If  the  above-mentioned  country  boy 
and  girl  escape  two  years  longer  without  a  book's  being  thrust 
into  their  hands  by  W.  H.  Kerr  it  will  be  because  they  have 
left  Kansas. — B.  B. 


WHY  DOES  N'T  MARY  SWEAR? 

A  reader  has  asked  after  noting  last  month's  editorial,  Why 
Johnnie  Swears,  the  following  pertinent  question,  "Why 
doesn't  Mary  swear?"  More  than  a  brief  and  tentative  an- 
swer can  not  be  given. 

First  of  all  Mary  does  swear.  The  facility  with  which  Mary 
says  darn,  and  worse,  is  astonishing  to  those  of  the  older  tra- 
dition. Unfortunately  but  truly  a  group  of  rather  influential 
young  women  have  somehow  become  acquainted  with  this 
word.  It  is  true  that  the  group  is  still  limited  to  the  older 
young  women  and  the  more  sophisticated,  but  it  is  hardly  to 
be  hoped  that  they  will  refrain  from  revealing  the  word  to 
their  less-informed  sisters.  They  even  now  use  it  more  and 
more  recklessly  without  regard  for  woman's  prestige  in  these 
matters. 

A  fair  prophecy  concerning  the  outcome  of  the  problem  is 


TEACHING. 


this:  These  young  women  will  learn  other  words,  and  the 
usage  unfortunately  will  spread.  It  is  a  new  freedom  that 
can  not  be  denied  them  now  that  the  breach  is  made.  This 
increase,  in  turn,  will  stop  eventually  for  one  of  two  reasons. 
Either  (1)  women  will  grow  through  the  swearing  stage  and 
eventually  reject  it,  much  as  peoples  have  grown  through 
feudalism  or  the  stone  age,  or  (2)  women  will  accept  swear- 
ing to  such  an  extent  that  it  will  become  commonplace  and 
merely  tiresome.  Dam  will  then  lie  down  meekly  beside  grac- 
ious and  goodness  sakes.  It  will  grow  a  little  fleecy  coat  of 
lamb's  wool.  It  will  enter  into  baby  talk.  Swearing  being 
then  no  longer  forbidden  by  any  one  will  die  a  neglected 
death. — B.  B. 


Why  School  Libraries? 

WILLIS  H.  KERB,  the  librarian  at  The  Kansas  State  Normal  School. 

Four  propositions  underlie  these  pages  on  "The  school  library,  elemen- 
tary and  rural." 

1.  As  schools  are  now-a-days,  the  teacher  can  no  more  teach  without 
the  school  library  than  the  old-timer  could  hold  school  without  a  hickory 
stick  and  a  blue  spelling  book. 

2.  A  minimum  of  two  or  three  hundred  carefully  selected  books  will 
furnish  bone  and  sinew  and  meat  for  all  the  subjects  of  all  the  grades — 
some  for  information,  some  for  recreation,  some  for  power,  but  all  for 
a  definite  and  necessary  part  of  the  educational  process. 

3.  These   books,    with   their    accompanying   pictures    and    pamphlets 
and  maps,  must  become  an  organic  whole  in  order  to  be  dynamic.    There- 
fore: put  the  books  in  order,  know  where  they  are,  care  for  them.     Thus 
you  make  a  library  out  of  a  miscellaneous  lot  of  junk. 

4.  The  school  library,  thus  selected  and  put  in  order,  will  be  used 
by  the  teacher  in  teaching. 

Boys  and  girls  taught  by  a  teacher  plus  a  library  have  more  than 
glib  tongues,  ready  wits,  and  prodigious  memories.  They  know  a  fact 
when  they  meet  it,  because  they  have  learned  that  facts  are  related  with 
other  facts,  that  the  fact  of  two-plus-two  on  the  blackboard  is  the  same 
as  two  runs  in  the  seventh  plus  two  in  the  ninth  on  the  playground  and 
the  same  as  two  days  of  storm  plus  two  days  of  calm  in  that  book  by 
Dana  about  "Two  years  before  the  mast."  They  know  a  beautiful  thing 
when  they  meet  it,  because  teacher  had  it  in  a  vase  on  her  desk,  and  it 
sparkled  at  them  in  the  morning  dew,  and  it  was  in  that  picture  of  the 
sheep  going  along  the  road  which  Mauve  painted.  They  know  a  noble 
deed  because  teacher  told  them  about  it,  and  they  saw  it  in  mother's 
eyes,  and  it  was  in  that  book  where  the  boy  held  his  hand  in  the  dyke 
all  night  and  saved  Holland. 

The  school  library  is  the  great  equalizer  and  interpreter,  and  that 
is  a  great  part  of  the  business  of  education. 


TEACHING 


The  Books  to  Begin  With. 


Selected  by   H.   M.   CITLTER,   the  professor  of  rural   school   administration;    AGXES   KING, 
the  school  department  librarian;   and  WILLIS  H.  KERR. 

Dozens  of  lists  of  recommended  books  are  made  every  year.  No 
list  is  final  or  complete.  All  are  suggestive.  It  is  thought  that  the  fol- 
lowing list  will  be  useful  as  a  standard  by  which  to  measure  Kansas 
school  libraries.  The  books  named  will  serve  the  work  and  life  of  the 
school  at  all  points.  The  grading  is  only  approximate.  For  the  general 
form  of  the  list,  and  for  many  suggestions  in  the  selection,  the  compilers 
are  indebted  to  the  list  of  "Two  hundred  books  for  a  rural  or  graded 
school  library,"  published  by  the  Minnesota  State  Department  of  Edu- 
cation. 

The  publishers'  list  prices  are  quoted.  Submit  your  list  to  several 
book  dealers  before  ordering,  asking  for  school  or  library  prices.  Men- 
tion publisher  and  list  price  in  order  to  assure  getting  the  right  edition. 

BOOKS  FOR  GENERAL  REFERENCE. 

Bancroft.      Games.      Macmillan $1 .  50 

Bryant.     How  to  tell  stories  to  children.     Houghton 1 . 00 

Champlin.     Young  folks'  cyclopedia  of  common  things.     Holt 3.00 

Champlin.     Young  folks'  cyclopedia  of  literature  and  art.     Holt 3.00 

Champlin.     Young  folks'  cyclopedia  of  persons  and  places.     Holt 3 .  00 

Chapman.     Bird  Life.     Appleton 2.00 

Children's  catalogue  of  1000  books.     H.  W.  Wilson  Co / 2.00 

Elson.     History  of  the  United  States.     Macmillan 1.  75 

Hammond.      Comprehensive  atlas.      Hammond 1.50 

Holtz.      Nature   study.      Scribner 1 . 50 

Hornaday.      American  natural  history.      Scribner 3.50 

Olcott.      Children's   reading.      Houghton 1.25 

Robert.     Rules  of  order.     Scott-Foresman ~. 75 

Schauffler.      Christmas.      Moffat 1-00 

Schauffler.      Thanksgiving.      Moffat 1-00 

Schauffler.      Washington's   birthday.      Moffat. 1.00 

Stern.      Neighborhood  entertainments.      Sturgis ^ 1.00 

World  almanac  (1917  or  current  year).     Press  Publishing  Co.,  cloth 60 

BOOKS  FOR  GRADES   1-3. 

Bigham.     Stories  of  Mother  Goose  village.     Rand $0.45 

Blaisdell.      Polly  and  Dolly.     Little-Brown 40 

Cooke.     Nature  myths.     Flanagan -35 

Eggleston.     Stories  of  great  Americans.     American  Book  Co .40 

Hazard.     Three  years  with  the  poets.     Houghton 50 

Holbrook.     Book  of  nature  myths.     Houghton 45 

Holbrook.      Hiawatha    primer.      Houghton 40 

Lansing.     Rhymes  and  stories.     Ginn 35 

Mother-  Goose.     Mother  Goose  melodies.     Houghton 1.50 

Mother  Goose.     Only  true  Mother  Goose.     Lothrop .60 

Norton.     Rhymes,  jingles,  and  fables.     Heath 25 

Potter.     Tale  of  Peter  Rabbit.     Warne 50 

Smith.      Eskimo  stories.      Rand,   MeNally 40 

Stevenson.     Child's  garden  of  verse,  illustrated  by  Storer.     Scribner 60 

Treadwell  and  Free.     Reading-literature  primer.     Row 32 

BOOKS  FOR  GRADES  3  AND  4. 

FOLKLORE    AND    LITERATURE. 

JEsop.     Fables,  edited  by  J.  H.  Stickney.     Ginn $0. 40 

Anderson.     Fairy  tales,  'edited  by  Stickney,  2  vol.     Ginn,  set .  . 90 

Baker.     Children's  book  of  poetry,  books  1,  2,  3.     American  Book  Co.,  set 1.20 

Brown.     In  the  days  of  giants.     Houghton 50 

Coe  and  Christie.     Story  hour  readers,  book  1.     American  Book  Co 30 

Field.     Eugene  Field  book,  edited  by  Burt  and  Cable.     Scribner 50 

Grimm.     Household  stories,  translated  by  Lucy  Crane,  illustrated  by  Walter  Crane. 

Macmillan     1 . 50 

Jacobs.     English  fairy  tales.     Burt 1 . 00 

Maeterlinck.      Blue  bird   for   children.      Silver-Burdette 56 

Serl.      In    fableland.      Silver-Burdette 45 

Tappan.     Golden  goose.     Houghton 1 .  00 

Thorne-Thomsen.      East  o'   the  sun.      Row -60 

Wiltse.     Folklore  stories  and  proverbs.      Ginn 30 


TEACHING     9 

KM'HY    AND    HISTORY. 

Andrews.      Seven    linle    sisters.      (Jinn $0.50 

Chance.      Little   folks  of   ninny   lands.      (Jinn •  4~> 

Peary.      Snow  baby.      Stokes 1  .25 

Pratt.      Stories  of  colonial   children.      Educ.    Pub.   Co 60 

Pumphrey.     Pilgrim  stories.     Hand -45 

Snedden.      Do.-.-is  the   Indian  boy.      Heath 40 

IMifSTRIKS    4lND    8CIKN<  K 

Andrews.      Stories    Mother    Nature    told.      Oinn $0.50 

Beard.      Little    folks'    bandy    book.      Scribner 

Fultz.      Flyaways  and  other  seed  babies.      Pub.   Sell.   Pub 

Johnson.      When   mother  let's  us  cook.      Moffat ~  '• 

Kirby.     Aunt  Martha's  t-orner  cupboard.      Kduc.   Pub.  Co 40 

Xida.      Ab,   the  cave   man.      Flanagan 

Shillig.     Four  wonders.     Rand 50, 

STORIK-. 

Brown.     .John  of  the  woods.      Houghton $1  .20 

Carroll.     Alice  in  wonderland.     Macmillan 50 

Collpdi.      Pinocchio.      Ginn 40 

Craik.      Little   lame   prince.      Rand !.•_'"> 

F.ddy.      Friends  and  helpers.     (Jinn 60 

Kipling.      .Just  so  stories.      Doubleday 1 .20 

Paine.     Arkansaw  bear.      A  It  emus 

BOOKS  FOR  GRADES  4   AND  5. 

liKIK.RAI'MV    ANT)    TRAVKI. 

Carpenter.      Europe.      American.  Book   Co • $(l.  7d 

Carpenter.      North   America.      American   Book  Co r,<t 

Chamberlain.      How   we  are  clothed.      Macmillan 40 

chamberlain.     How  we  are  fed.     Macmillan , 4" 

Chamberlain.     How  we  are  sheltered.     Macmillan 4'i 

McCHntock.      Philippines.      American   Book   Co 60 

Perkins.     Dutch  twins.     Houghton 

Schwatka.     Children  of  the  cold.     Educational  Publishing  Co 1  .-jr. 

Winslow.     Our  American  neighbors.     Heath ;,n 

Winslow.      United   States.      Heath 

HISTORY    AND    BIOGRAPHY. 

Baldwin.      American   book  of  golden  deeds.      American    Book  Co - 

Baldwin.      Abraham   Lincoln.      American   Book   Co 

Baldwin.      Fifty  famous  stories.     American  Book  Co :i:, 

Baldwin.     Thirty  more  famous  stories.     American  Book  Company .50 

Blaisdell  and  Ball.     Hero  stories  from  American  history.     Ginn .50 

Brooks.     True  story  of  Columbus.     Lothrop 1 . 50 

Brooks.     True  story  of  George  Washington.     Lothrop 1 .  50 

Coe.     Founders  of  our  country.      Ameri-an   Book  Co 50 

Eggleston.      First  book  in  American  history.     American  Book  Co 60 

Haaren  and  Poland.     Famous  men  of  Greece.     American  Book  Co .50 

Hall.      Viking    tales.      Rand 35 

Jenks.     Childhood  of  Ji-Shib  the  Ojibwa.     Atkinson 35 

.ludd.      Wigwam   stories.      Ginn 75 

Page.      Two  little  Confederates.     Scribner 1 . 3."i 

Perry.     Four  American  pioneers.     American  Book  Co .  .~n 

Stone  and   Fickett.      Everyday  life  in  the  colonies.      Heath 35 

Stone  and  Fickett.     Days  and  deeds  a  hundred  years  ago.     Heath 35 

IXIU-STRIES,    ARTS,    AM)    SCIKNI'E.        • 

Fairbanks.      Home   geography.      Educational    Publishing   Co $0.60 

Hawks.      Stars  shown   to  the  children.      Platt 90 

Higgins.     Little  gardens  for  boys  and  girls.     Houghton 1.10 

Hutchinson.      Child's  day.      Houghton 40 

Mcllvaine.     Outdoors,  indoors,  up  the  chimney.     S.  S.  Times 

Miller.      First  book  of  birds.      Houghton 60 

LITERATURE    AND    FOLK    LORE. 

Burt.      Poems   that    every   child   should   know.      (Jrossct $.50 

Country   reader,   book    1.      Macmillan 40 

French'.     Story  of  Rolf  and  the  viking's  bow.     Little 1 .50 

Hawthorne.      Wonder   book.      Houghton 40 

Holbrook.     Round  the  year  in  myth  and  song.     American  Book  Co 60 

Kingsley.      Water    babies.      Dutton 50 

Lang.    "  Blue   fairy   book.      Burt 1 . 00 

Pyle.     Some  merry  adventures  of   K.itiin   Hood.      S.  rilmer 50 

Radford.      King    Arthur   and    his    knights.      Rand 

Ruskin.      King   of    the    golden    river.      Ginn 25 

Srudder.      Children's   book.      Houghton 2.25 

Ware.     Talks  about  authors.      Flanagan 60 

Wiggin   and   Smith.      Fairy  ring.      Grosset 60 


10 


TEACHING 


STORIES. 

Brown.      Lonesornest  doll.     Hbughton $0 .  85 

Drummond.     Monkey  that  would  not   kill.      Dodd 1.00 

Otis.      Toby  Tyler.      Harper 60 

Page.     Among  the  camps.     Scribner 1.35 

Sewell.      Black   Beauty.      Grosset .60 

White.      Magic  forest.      Grosset 60 

Wiggin.     Bird's  Christmas  carol.     Houghton 50 

BOOKS  FOR  GRADES   5  AND  6. 

GEOGRAPHY    AND    TRAVEL. 

Allen.      Industrial   studies:     United   States.      Ginn $0.65 

Carpenter.      South    America.      American    Book    Co 60 

George.      Little   journey   to    Germany.      Flanagan 50 

Koch  and  James.     Little  journey  to  our  western  wonderland.     Flanagan .50 

HISTORY   AND    BIOGRAPHY. 

Haaren  and  Poland.     Famous  men  of  the  middle  ages.     American  Book  Co $0.50 

Holden.      Our  country's  flag.      Appleton 80 

Schmidt.      William    Tell.      McClurg 50 

Tappan.     American  hero  stories.      Houghton 55 

Tappan.     In  the  days  of  Queen  Elizabeth.     Lothrop 1 . 00 

LITERATURE    AND    FOLKLORE. 

Cumnock.      School  speaker.     McClurg $0. 75 

Kingsley.     Heroes.      Ginn 30 

Lagerlof.      Wonderful   adventures   of   Nils.      Grosset 60 

Macleod.      Book   of   King  Arthur.      Stokes , 1.35 

^itkala-sa.      Old    Indian    legends.      Ginn 50 

SCIENCES,    ARTS,    AND    INDUSTRIES. 

"Bentofl.     Little  cook  book  for  a  little  girl.     Page $0.75 

Dewey.      Lessons  on   morals.      Hinds .75 

Forman.      Stories  of  useful   inventions.      Century 60 

Ralston.     When  mother  let  us  sew.      Moffat .  7  '•> 

Rogers.     Earth  and  sky.      Grosset .- 60 

Rogers.     Trees  every  child  should  know.     Grosset 60 

STORIES. 

Aanrud.      Lisbeth  Longfrock.      Ginn $0.40 

DeFoe.      Robinson  Crusoe.     Jacobs 1 . 00 

Dodge.     Donald  and  Dorothy.     Century 1.50 

French.     Junior  cup.     Century 1 . 50 

Kipling.     Jungle  book.     Century 1.50 

Lange.     Silver  Island  of  the  Chippewa.     Lothrop 1 .  00 

Morley.     Donkey  John  of  the  tov  valley.      McClurg 1 . 10 

Rankin.      Dandelion  cottage.     Holt 1.50 

\\VKK.     Swiss  Family  Robinson.     Ginn 45 

Zollinger.      Widow  O'Callaghan's  boys.     McClurg 1.00 

BOOKS  FOR  GRADES  6,   7  AND  8  AND  NEIGHBORHOOD  USE. 

GEOGRAPHY    AND    TRAVEL. 

Allen.      Industrial   studies :    Europe.      Ginn $0.80 

Bishop.     Panama.     Century 75 

Carpenter.     How  the  world  is  clothed.     American  Book  Co 60 

Ferryman.     Norway.     Macmillan 55 

Finnemore.      Japan.      Macmillan 55 

McDonald  and  Dalrymple.     Gerda  in  Sweden.     Little 45 

Price.      Land  we  live  in.      Small 1.50 

Slocum.     Around  the  world  in  the  sloop  Spray.     Scribner 50 

Tomlinson.     British  Isles.     Houghton 60 

HISTORY   AND   BIOGRAPHY. 

Baldwin.     Discovery  of  the  Northwest.     American  Book  Co $0.60 

Baldwin.     Four  great  Americans.     American  Book  Co 50 

Bourne  and  Benton.     Introductory  American  history.     Heath 60 

Bourne  and  Benton.     History  of  the  United  States.     Heath 1 .  00 

Dutton.     Little  stories  of  Germany.     American  Book  Co.. 40 

Famous  adventures  and  prison  escapes  of  the  civil  war.     Century 1.50 

Faria.     Winning  their  way.      Stokes 50 

Hart.     How  our  grandfathers  lived.     Macmillan 60 

Haslcin.     American  government.      Lippincott 80 

Keller.     Story  of  my  life.     Grosset 60 

Lang.     Story  of  Joan  of  Arc.     Dutton .50 

Meadowcraft.     Boy's  life  of  Edison.     Harper 1 .  <J5 


TEACHING     11 


Moses.     Louisa  M.   Alcott.     Appleton 1 . 25 

Nicolay.     Boy's  life  of  Abraham  Lincoln.     Century 1.50 

Reinsch.      Civil  government.      Sanborn .60 

Scudder.     George  Washington.     Houghton .40 

Starr.     American  Indians.     Heath 45 

Tappan.     Old  world  hero  stories.     Houghton 70 

Wade.      Wonder   workers.      Little- B 1 .  00 

Warren.     Stories  from  English  history.     Heath 72 

Washington.     Up  from  slavery.     Orosset 00 

LITERATfRE,    FOLKLORE,    AND    MYTHOLOGY. 

Bryan.      Poems   of    country   life.      Sturgis f  1 .  OO 

Cody.     Pour  American  poets.     American  Book  Co 5O 

Church.     Odyssey  for  boys  and  girls.     Macmillan 1 .  5O 

Crommelin.      Famous  legends.      Century 60> 

Harris.     Uncle  Remus :    his  songs  and  sayings.     Appleton 1 . 50> 

LeRow.     Pieces  for  every  occasion.     Hinds 1 . 25- 

Longfellow.     Complete  poetical  works,  Autograph  edition.     Houghton 1 .  OO1 

Macleod.     Shakespeare  story  book.     Barnes 1 . 75 

Shakespeare.     Complete  works.      Cambridge  edition.     Houghton 3.00 

Stevenson.     Days  and  deeds:    verse.     Doubleday 1 .00 

Wiggin  and  Smith.     Golden  numbers.     Grosset 60 

SCIENCES,    ARTS,    AND    INDUSTRIES. 

Adams.      Harper's  electricity  book  for  boys.      Harper f  1 . 50 

Adams.     Harper's  outdoor  book  for  boys.      Harper 1.50 

Beard.     Jack  of  all  trades.     Scribner 1 .  50 

Cave.      Boy   Scout's  hike  book.      Doubleday 50 

Dewey.     Lessons  on  manners.     Hinds 75 

Gibson.     How  telegraphs  and  telephones'  work.     Lippinc 75 

Gulick.      Emergencies.      Ginn 40 

Gulliver.     Friendship  of  nations.     Ginn .60 

Goodrich.      First  book  of  farming.      Doubleday 1 . 00 

Jewett.     Body  and  its  defences.     Ginn .50 

Lane.      Triumphs   of   science.      Ginn 30 

McCaskey.     Favorite  songs  and  hymns.     American  Book  Co .80 

Mackay.      Patriotic   plays.      Holt 1 .35 

McClauflin.      Handicrafts  for  girls.      Manual  Arts  Pr 1 . 00 

Moflfet.      Careers  of  danger  and  daring.      Century 1 . 50 

Paret.      Harper's  handy  book  for  girls.      Harper 1 .50 

St.  John.     Things  a  boy  should  know  about  wireless.     St.  John 1 . 00 

Stack.     Wild  flowers  every  child  should  know      Grosset 60 

Verrill.      Gasoline   engine   book.      Harper > 1 .  00 

Wheeler.     A  B  C  of  woodworking.     Putnam 1 . 50 

Wilson.     Agriculture  for  young  folks.     Webb 1 .  00 

STORIES. 

Alcott.      Little   women.      Illustrated   edition.      Little- B : f  2 . 00 

Barbour.      Crimson   sweater.      Century 1 . 50 

Brooks   .  Master  of  the   Stronghearts.      Dutton 1 . 50 

Cooper.     Last  of  the  Mohicans,   illustrated  by  Smith.      Holt 1.35 

Craik.      John   Halifax,   gentleman.      Crowell 1 . 50 

Dickens.     Tale  of  two  cities.     Dutton   (libr.  binding) 50 

Dix.      Merrylips.      Macmillan 75 

Dodge.      Hans    Brinker.      Scribner .60 

Duncan.     Adventures  of  Billy  Topsail.     Revell '    1 .50 

French.     Lance  of  Kanana.     Lothrop 1 .00 

Grinnell.     Jack,  the  young  ranchman.      Stokes 1 . 10 

•  Hale.      Man   without   a   country.      Little- B 30 

Harris.      Joe,   the  book   farmer.      Harper 1 . 00 

Kipling.     Captains  courageous.     Century 1 . 50 

Loring.     African  adventure  stories.     Scribner 1.50 

Montgomery.     Anne  of  Green  Gables.     Grosset 60 

Nash.     Polly's  secret.     Little-B 1 . 30 

Ollivant.      Bob  son   of  battle.      Burt 75 

Pyle.     Men  of  iron.     Harper 2 . 00 

Scott.     Ivanhoe.     Dutton   (library  binding) 60 

Stevenson.      Treasure   island.      Scribner 60 

Twain.     Prince  and  the  pauper.     Harper 1 . 75 

Wallace.     Ben  Hur.     Grosset 60 

Wiggin.     Rebecca  of  Snnnybrook  farm.     Grosset 60 


12  TEACHING 


Putting  the  Library  in  Order. 

W.  H.  KERR. 

The  minimum  routine  advised  for  putting  thejibrary  in  order  is  as 
follows : 

1.  Classification. 

2.  Accession  record. 

3.  Property  mark. 

4.  Charging  system. 

CLASSIFICATION. 

A  school  library  should  be  classified  from  its  very  beginning,  because 
it  is  easier  done,  and  because  the  less  the  amount  of  material  the  greater 
the  need  for  having  it  in  definite  order. 

The  use  of  a  classification  number  makes  it  possible  to  arrange 
all  books  about  a  given  subject  together.  "A  place  for  everything,  and 
everything  in  its  place." 

A  standard  classification  scheme,  like  the  Dewey  decimal,  should  be 
used.  It  is  in  use  the  world  over.  It  remains  the  same,  while  teachers 
and  superintendents  who  make  original  classification  schemes  change 
frequently.  Following  is  a  suggested  modification  for  school  use: 

000      General  Works: 

Cyclopedias      030 

Periodicals     050 

.100     Philosophy: 

Psychology     150 

Ethics,    right    living 170 

200     Religion  •• 

B*i>le  and  Bible  stories 2 

Mythology 290 

300     -Social  Science : 

Government,  army  and  navy,  labor,  economic  conditions 620 

Education,    pedagogy    ^  -  3 

Etiquette,    national    customs 3->* 

Fairy   tales    39* 

400     Language : 

Spelling,    grammar,    primers * 

500     Natural  Science: 

Science   and   nature ?y" 

Mathematics     ?™ 

Astronomy,    sun,    moon,    stars •>£" 

Physics     |°i! 

Electricity    £*' 

Chemistry     ?*° 

Physical  geography,   geology j>»" 

Man,  primitive  life,  cave-dwellers £•" 

Botany,  plants,  trees,   flowers,  forestry 5«O 

•  Zoology,    animals    2«'J 

Insects     ?£2 

Fish     °»l 

Birds     J 

600      Useful  Arts: 

Industries,    inventions,    engineering b<JO 

Physiology,    hygiene    £14 

Machinery    •- <?£" 

Agriculture,    gardening    «> 

Cooking,  housekeeping    °*" 

Manufactures     •  •  •  •  •  •  •  •  •  •  •  •. *? ' " 

Building,   handicraft,   tools,   how  to  make  and  do  things ....  6 

700     Fine  Arts:  _no 

Arts,    crafts,    etc ™» 

Sculpture    '2x 

Painting,    artists,   pictures '»" 

Music  and  songs > °« 

Sports  and  games,  amusements ' 


TEACHING 


13 


800     Literature  : 

Adaptations  of  great   literature gOO 

Collections,  speakers,  rhetoric,  debating 808 

American    literature,   poetry,   essays,   orations 810 

English  literature    820 

Plays    822 

900      History : 

Geography  and  travel 910 

Biography,    individual    and   collective .  920 

General    history,    ancient 930 

Modern  history.   Kurope 940 

English  history 942 

Asia,   history    950 

Africa,    history 960 

North    America,    Indians 970 

United  States  history ,....!!!  973 

South   America,    history .  98Q 


Fiction 


Picture  books  for  younir-st  children p 

It  is  advised  that  the  complete  Dewey  "Decimal  classification  and 
relative  index"  be  bought  and  its  use  begun,  certainly  by  the  time  the 
library  has  500  volumes.  Order  it  from  Library  Bureau,  Chicago,  111., 
price  $6.00,  clothbound. 

When  you  have  determined  to  which  class  a  book  belongs,  write  the 
number  ("class"  number)  in  the  book,  on  the  first  right-hand  page  after 
the  title  page.  Use  pencil.  Paste  a  small  plain  white  label  on  the 
back  of  each  volume,  about  one  inch  from  the  bottom,  and  write  the 
class  number  (in  waterproof  black  ink)  on  the  label. 

Arrange  books  on  shelves  in  order  of  class  numbers,  from  030  to  980, 
as  given  in  table.  Arrange  fiction  alphabetically  by  author's  name,  on 
a  separate  shelf. 

By  the  time  you  have  500  volumes,  begin  the  use  also  of  an  "author" 
or  book  number,  in  addition  to  the  class  number.  This  makes  it  possi- 
ble always  for  the  books  to  stand  on  the  shelves  alphabetically  by  authors 
under  each  subject.  Get  Cutter's  two-figure  alphabetic  order  table,  No. 
1036,  from  Library  Bureau,  address  above,  price  $1.25. 

ACCESSION    RECORD. 

The  accession  record  is  a  chronological  record  of  the  books  added  to 
the  library,  and  is  a  most  important  business  record.  It  is  constantly  re- 
ferred to  for  its  information  if  kept  properly.  Accession  records  may 
be  bought  from  the  library  supply  houses  mentioned  elsewhere.  Fol- 
lowing is  about  the  usual  form  used: 

Left  side 


Date 
received 

Number 

Author's  surname 

Title 

1,  etc. 

Right  side 


Publisher 

Source 

Cost 

Vol.  or 
Copy 

Class 
No. 

Notes 

14 


TEACHING 


As  soon  as  books  are  received,  enter  each  on  a  line  of  the  accession 
book,  and  put  the  number  of  the  line  (accession  number)  in  the  volume 
received,  at  the  bottom  of  the  first  right-hand  page  after  title  page; 
write  it  in  bold  clear  figures  with  ink.  This  number  is  called  the  acces- 
sion number  of  the  book.  Enter  only  one  book  to  a  line,  whether  a 
single  book  or  a  volume  in  a  set. 

Do  not  use  an  accession  number  a  second  time.  If  the  book  is  lost 
or  withdrawn,  make  note  in  the  "notes"  column,  but  do  not  erase  entry. 

Do  not  accession  books  that  are  in  bad  condition,  unbound  pamplets, 
government  documents,  or  state  documents  unless  they  are  classified  as 
part  of  the  library. 

PROPERTY   MARK. 

This  identifies  your  book  when  it  is  out  of  the  school  room,  and  is 
indispensable  even  in  the  smallest  library.  A  rubber  stamp  is  the  cheap- 
est form.  A  good  style  is  small  Gothic  lettering,  reading  thus,  for 
example : 

OAK  HILL  SCHOOL  LIBRARY 

CLAY  COUNTY,  KANSAS 

District  37. 

Rubber  stamps  may  be  secured  from  your  bookseller  or  The  J.  C. 
Darling  Co.,  Topeka,  Kan.,  the  above  three-line  stamp,  with  cushion 
mount,  costing  about  forty  cents  postpaid.  Gothic  type  advised  is  Dar- 
ling's No.  58. 

Stamp  the  title  page  of  every  volume,  the  inside  of  the  front  cover, 
and  also  a  certain  arbitrary  page  (say,  21)  of  each  volume. 

Inventory,  or  take  stock,  of  the  books  each  autumn  when  school  opens. 
With  the  accession  book  in  hand,  go  carefully  through  the  shelves  and 

note  in  the  Remarks  column,  "Not  found,  Sept.  ,"  for  every  volume 

missing.  (Use  pencil  for  these  remarks,  erasing  note  when  book  is 
found.)  Make  list  of  missing  volumes  for  your  own  record,  and  report 
it  to  the  school  board. 

CHARGING   SYSTEM. 

The  card  charging  system  is  advised,  because  it  is  more  convenient, 
quicker,  and  more  certain  to  be  correct.  In  this  system  each  book  has 
a  pocket,  pasted  on  either  the  front  or -back  cover,  inside.  Stamp  the 
name  of  the  library  on  the  pocket.  Print  the  "class"  number  of  the  book 
on  the  pocket  near  the  top  at  left,  and  the  accession-  number  at  the  right. 

A  book  card  is  written  for  each  book,  when  it  is  classified  and  acces- 
sioned, after  the  following  style: 


Author's  surname 

Brief  title 

Class                             Accession 
Number       .                 Number 

Date 
loaned 

Name  of  borrower 

Date 

returned 

TEACHING 15 


The  book  card  is  kept  in  the  book-pocket  when  the  book  is  in  the 
library.  The  cards  are  3x5  inches  in  size.  Cards  and  pockets  are  ob- 
tained from  the  library  supply  houses. 

To  loan  a  book,  take  the  book  card  from  the  pocket,  write  the  name 
of  the  borrower  on  the  card,  and  write  or  stamp  the  date  in  the  proper 
column.  File  the  book  card  in  the  charging  tray  (obtained  from  library 
supply  houses),  alphabetically  under  the  author's  name.  This  enables 
you  to  tell  at  any  time  where  any  given  book  is;  it  ought  to  be  on  the 
shelf,  or  else  represented  by  its  book  card  in  the  charging  tray,  show- 
ing that  some  pupil  has  it. 

When  a  book  is  returned,  find  the  book  card  in  the  charging  tray, 
replace  the  card  in  the  pocket,  and  put  the  book  in  its  proper  place  on 
the  shelf. 

MISCELLANEOUS  PAMPHLETS. 

Group  or  classify  roughly  together,  penciling  the  "class"  number  on 
each  pamphlet.  File  all  of  a  class  together  in  a  "pamphlet  box."  Mark 
the  outside  of  the  box  with  the  class  number  and  arrange  the  boxes  as 
you  would  books.  Get  pamphlet  boxes  from  H.  Schultz  Co.,  Superior 
and  Rpberts  streets,  Chicago,  $6.00  per  100  f.  o.  b.  Chicago.  Ask  for 
rates  on  smaller  quantities.  These  boxes  are  4x7x10  inches  in  size, 
neatly  and  strongly  made. 

CARD   CATALOGUE. 

A  card  catalogue,  when  properly  prepared,  gives  a  complete  index  of 
all  the  material  in  the  books  in  the  library.  Author,  title,  and  subject 
cards  are  arranged  in  one  alphabet,  like  a  dictionary. 

Cataloguing  is  a  minutely  technical  process.  It  should  not  be  at- 
tempted without  instruction.  It  will  probably  not  be  necessary  until  the 
school  library  reaches  the  number  of  800  or  1000  volumes. 

The  newly  published  "Children's  Catalogue  of  1000  Books,"  mentioned 
elsewhere  in  these  pages,  is  a  complete  printed  catalogue  of  the  best 
thousand  books  for  children's  and  school  use.  It  is  the  work  of  experts, 
and  is  another  of  the  eminently  useful  cooperative  achievements  of 
American  libraries. 

INFORMATION. 

The  Library  of  Kansas  State  Normal  School,  at  Emporia,  is  always 
ready  to  advise  regarding  school-library  questions.  Describe  your 
problem;  ask  for  information. 


The  Picture  Collection  in  Everyday  Use. 

WILLIS  H.  KEBR. 

The  educative  possibilities  of  a  picture  collection  are  suggested 
strongly  by  the  accompanying  list  of  subjects  represented  in  the  collec- 
tion of  the  School  Department  library  at  Emporia.  The  collection  grows 
and  changes  with  the  school.  It  visualizes.  It  motivates.  It  sets  prob- 
lems. It  starts  lagging  imagination;  or  imagination  having  been 
quickened  by  teacher,  the  picture  corrects  and  fills  in  the  incomplete 
image. 


16       TEACHING 


SOURCES. 

Sources  for  pictures  of  all  types  are  well  suggested  by  Miss  Whitney's 
list  in  TEACHING,  No.  30,  October  15,  1916  (History  in  the  Grades). 

MOUNTING. 

Proper  mounting  and  care  of  pictures  is  equally  essential  with  having 
the  pictures.  The  State  Normal-school  Library,  at  Emporia,  has  found 
the  following  methods  most  economical  and  useful: 

Mounting  material:  Should  be  firm  in  substance  to  stand  handling 
and  wear,  stiff  enough  to  stand  up,  and  harmonious  in  color.  Princess 
rough  antique  cover  paper,  in  sheets  22%  by  28%  inches,  weighing  110 
pounds  to  the  ream  of  500  sheets,  manufactured  by  C.  H.  Dexter  &  Sons, 
Windsor  Locks,  Conn.,  stocked  by  various  paper  houses  at  Topeka  and 
Kansas  City,  and  to  be  had  through  any  printer,  is  used  by  the  Emporia 
Normal  library.  Thq  large  sheets  are  cut  into  four  smaller  sheets,  with- 
out waste,  size  9%  by  11V4  inches.  The  colors  used  at  Emporia  are 
three:  black,  bottle  green,  and  chocolate.  A  beautiful  Maltese  gray  used 
to  be  made,  but  is  no  longer  obtainable.  The  size  here  recommended  is 
used  because  it  is  more  economical  of  mounting  material,  of  filing  space; 
and  because  it  fits  the  commercial  vertical  filing  cabinets,  letter  size, 
easily  obtained  through  furniture  dealers  or  office-equipment  stores  in 
cheap  trunk-board  ("transfer  files")  form,  or  in  several  grades  of  more 
expensive  wooden  and  steel  files. 

How  to  mount:  Trim  the  print  as  taste  directs.  Select  the  most 
suitable  color  of  mount.  Apply  thin  coat  of  paste,  not  too  watery,  along 
upper  edge  of  print,  a  strip  of  paste  one-eighth  inch  wide  being  sufficient. 
Apply  print  to  mount,  rub  down  carefully,  wipe  away  excess  paste,  and 
place  mount  under  weight  till  dry.  Horizontal  prints  go  horizontally  on 
mount,  centered  from  left  to  right,  but  a  uniform  distance  from  top  of 
mount,  about  1%  to  1%  inches;  except  where  print  is  too  large  to  allow 
so  wide  a  margin,  in  which  case  it  is  centered.  Vertical  prints  go 
vertically,  same  style. 

Large  size  pictures:  Pictures  too  large  for  the  standard-size  mount 
recommended  are  mounted  on  the  full-size  sheets  (22%  by  28%  inches) 
and  filed  together  in  a  large,  flat  drawer  or  box.  No  attempt  is  made 
to  have  more  than  the  two  sizes  of  mounts — only  two  places  to  look  for  a 
picture,  and  more  than  90  per  cent  will  be  found  in  the  standard  file. 

POST   CARDS. 

These  may  be  arranged  as  advised  in  following  list  of  subject  head- 
ings. File  in  post-card  boxes,  obtained  from  office-supply  firms  (size 
4  by  6  inches,  "transfer  files"  of  heavy  pasteboard  covered  with  green 
mottled  paper,  costing  about  fifty  cents  each,  with  cover).  List  of  avail- 
able cards  in  TEACHING,  No.  30,  above  referred  to. 

FILING   CABINET. 

See  remarks  above  under  "Mounting  Material."  The  commercial 
filing  cabinets  may  be  obtained  at  cost  suiting  almost  any  appropriation 
or  pocketbook.  A  very  satisfactory  filing  box  may  be  made  from  an  apple 
box  or  orange  box,  with  partition  in  the  middle,  of  the  size  described 
above,  roughly  12  inches  wide  and  10  inches  deep.  Cover  the  outside  and 


TEACHING     17 


line  the  inside  with  heavy  brown  wrapping  paper,  tacking  it  down.  Use 
a  covered  brick  for  a  support  back  of  the  mounted  pictures.  The  front 
portion  of  the  box  may  be  used  for  picture  collection ;  the  back  portion  for 
miscellaneous  pamphlets  and  clippings  filed  vertically  and  alphabetically 
under  suitable  subjects. 

Guide-cards  (preferably  of  pearl  pressboard  with  metal  label-holders) 
may  be  used  occasionally  through  the  collection,  for  ease  and  rapidity  in 
finding  and  filing  pictures. 


Subject  Headings  for  Picture  Collection. 

Compiled  by  ACJXES  KING,  the  school  department  librarian,  and 
FAVK  Hi'KKMAX,  an  assistant. 

The  proper  heading  and  subdivision  is  written  on  upper  left-ha'nd 
margin  of  each  picture-mount,  across  the  long  way  of  the  mount.  Pic- 
tures mounted  vertically  on  mounts  are  thus  turned  sideways  in  filing, 
but  all  subject  headings  appear  uniformly  in  upper  left-hand  corner. 

Use  the  following  list  of  subject  headings  for  your  collection.  Add 
any  headings  that  you  may  later  adopt;  keep  your  list  of  headings  up  to 
date,  as  you  add  pictures.  The  list  serves  as  a  guide  in  proper  classify- 
ing of  material.  The  pictures,  when  filed,  serve  as  their  own  catalogue. 

The  wisdom  of  filing  a  picture  of  Victoria  Falls  under  "Africa — Vic- 
toria Falls"  may  be  questioned,  or  a  picture  of  a  baboon  under  "Animals 
— Baboon,"  to  cite  two  examples  of  geographical  and  class  subdivisions. 
The  advantage  of  having  all  pictures  of  Africa  together,  instead  of 
having  to  assemble  from  the  whole  alphabet  of  pictures,  is  evident.  Some 
may  prefer  to  file  pictures  of  American  cities  or  important  foreign  cities, 
Boston  or  Paris,  for  examples,  directly  under  the  name  of  the  city.  It  is 
chiefly  necessary  to  decide  which  method  is  to  be  used  and  then  adhere  to 
it,  else  related  material  will  be  scattered  throughout  the  collection. 

The  following  list  of  subject  headings,  used  for  the  picture  collection 
in  the  School  Department  of  the  Kansas  State  Normal  School  Library, 
is  to  be  regarded  as  suggestive,  not  final,  and  capable  of  expansion  or 
adaptation.  In  the  main,  it  works  well. 

Abbeys.  Algiers. 

Fountains.  Arab  school. 

Melrose.  Arabs. 

Rievaulx.  Etc. 

St.  Mary's.  Angel. 

Selby.  Animals. 

Westminster.  Antelope,   prong-horned. 

Adirondacks.  Antelope,    Pygmy. 

Au    Sable    Chasm.  Armadillo. 

Aerial  railways.  Baboon. 

Aeroplanes.  Bats. 

Krupp    anti-aircraft    gun.  Bear,  black. 

Wright.  Bear,   Grizzly. 

Africa.  Bear,   Polar. 

Buamba   Falls.  Beaver. 

Kraal.  Etr. 

Mt.   Stanley.  Arabs — See   Algeria. 

Rhodesia.  Archaeology. 

Ruwenzori  mts.  Arctic   regions. 

Sahara    Desert.  Armenia. 

Vegetation.  Arthur,   King. 

Victoria   Falls.  Assyria. 

A^iitf.  Austria. 

Airbrake.  Aggstein    ruin. 

\]_'rri;i.  Badgastein. 


TEACHING 


Cracow. 

Etc. 

Autumn. 
Baby. 
Babylon. 
Balloon. 
Battleship. 
Bedouins. 

See,   also,  Algeria — Arabs. 
Bees. 
Belgium. 

Antwerp. 

Rulers — Albert  I. 
Beryl. 
Bible. 

Old  Testament. 

David  and  Goliath. 
Ruth,  etc. 

New  Testament. 
Good  Samaritan. 
Peter  and  John. 
Birds. 

(Avocet. 

Bird  of  Paradise. 

Bittern. 

Bittern   nest. 

Blackbird,  redwinged. 

Blackbird,  yellowheaded. 

Etc. 

Bisque  kiln. 
Blacksmith. 
Bosphorus. 

Brazil — Rio  de  Janeiro. 
Brick-making  machinery. 
Bridges. 
Cable. 
Cactus. 
Canada. 

Banff. 

Montreal — Tandem  drive. 

Montreal — Tobogganing. 

Etc. 

Canals — See  Panama,  Suez. 
Carbons. 
Castles. 

German. 

Lismore. 

Morro. 
Cathedrals. 
Caucasian  nits. 
Cavalry. 
Celts. 

Cenci,  Beatrice. 
Centaur. 
Ceylon. 
Cherub. 
Child  life. 
China. 

Basketry. 

Buddhist  priest. 

Chinese  family. 

Great   wall. 

Etc. 
Christmas. 

Carol. 

Yule  log. 
Church. 
Circus. 
Cleopatra. 
Cliff  dwellers. 
Cliff  Palace. 
Clouds. 

Alto-cumulus. 

Alto-stratus. 

Cirro-cumulus. 

Etc. 

Coal  mine. 
Cocoa. 
Coffee. 
Coining  press,  electric. 


Colleges   and   universities. 

Cambridge — Trinity    College. 

Oxford. 

Vassar. 
Etc. 

Colonial  house. 
Constantine. 

Constitution    (Old  Ironsides). 
Corals. 

Hybroyd. 

Reef   building. 

Etc. 
Corfu. 
Corn. 
Costume. 

Greek. 

Medieval. 

Priest. 
Etc. 
Cotton. 
Cowboys. 
Crystal  balls. 
Cuba. 

Bamboo  grove. 

Cane  harvest. 

Havana. 

Etc. 
Cubebs. 
Denmark. 

Rulers — Christian   X. 
Docks. 
Dragon. 
Earthquakes. 
Easter. 
Egypt 

Abydos,   Colonnade. 

Alexandria,    Pompey's   pillar. 

Ancient. 

Cairo. 

Cairo,   latticed  window. 

Etc. 

Elgin  marbles. 
Enamel  work. 
England. 

Canterbury,   Church  of  St.  Martin. 

Cab. 

Chester,   Eaton  Hall. 

Durham,   Cathedral. 
Etc.,  to — 

Rulers— Alexandria. 
Edgar. 

Edward  VII. 
Elizabeth,    Queen. 
Mary,  Princess. 
Richard  Coeur  de  Lion. 
Victoria,   Queen. 

Etc. 

Eskimos. 
European  war. 
Facsimile. 

Davis,  Jefferson. 

Lincoln,  Abraham. 

Etc. 
Fairies. 
Feathers. 
Feldspar. 
Fencing. 

Fire  engines,  motor. 
Fish. 

Bass. 

Dolphin. 

Etc. 
Fishing. 

Reels. 
Flowers. 

Almond,   flowering. 

Anemone. 

Apple  blossoms. 

Arbutus,  trailing. 
Etc. 


—     TEACHING 


19 


Fossils. 
France. 

Amiens,   Cathedral. 

Old  Clock. 
Bordeaux,  Belfrv. 

Etc. 
Fruit. 
Apple. 
Banana. 
Cherries. 

Etc. 
Fungi. 

Polystictus. 
Woody. 
Furnaces. 

Open   hearth. 
Gall   insects. 
Gardening. 

Landscape. 
Germany. 
Berlin. 
Cologne. 
Description  and  travel. 

Etc. 
Geyser. 
Grants. 

Gibraltar,  Rock  of. 
Glacier. 

Bondhaus,  Hardanger.   Norway. 
Magdalena   bay,    Spitzbergen. 

Etc. 

Gotham,  Wise  men  of. 
Greece. 

Aegina,   Temple  of  Minerva. 
Athens. 
Acropolis. 
Agora. 
Erectheum. 
Etc. 
Gun. 
Gunboat. 

Guns,  Coast  defense. 
Gyroscope   auto. 
Harvest. 

Harvest,   Threshing  floor 
Helen  of  Troy. 
Hermit. 
Hiawatha. 
Himalaya  mts. 
Holland. 
Alkmaar. 
Amsterdam. 
Canal. 
Dikes. 
Etc. 

Hungary. 
Illustrators. 

Parrish,   Maxfield. 
Rackham,   Arthur. 
Richards,  E.  A. 
Immigrants. 
Incense  burner. 
India. 

Agra,    Taj   Mahal. 

Benares,  Sacred  money  temple. 

Buddhist  temple. 

Etc. 
Indians. 

Arapahoe  camp. 
Comanche  camp. 
(iayhead. 
Hopi. 
Etc. 
Insects. 
Butterflies. 
Butterfly,    gilded. 

Etc. 

Dragon  fly,  American. 
Moths. 
Isis. 
Isle  of  Wight. 


Italy. 

Awisi,  Church  of  St.  Francis 
Baiae,   Temple  of  Diana. 
Capri,   Blue  Grotto 
Child  life. 
Florence. 
Baptistery. 
Campanile. 

Etc. 
Genoa. 
Head   dress. 
Messina. 
Milan,   Cathedral. 

Etc.,  to — 
Venice. 

Bridge  of  sighs. 
Doges'   palace. 
Gondolas. 
Lagoons. 
Lobster  pots. 
Pearl  stringer. 

Etc. 

Jamaica. 
Japan. 

Child  life. 
Children. 
Country    house. 
Fujiyama. 

Etc. 

Java,  Embroideress. 
Jerusalem. 
Jewels. 

Birth   stone. 
Diamond. 

Etc. 

Knight  and  lady. 
Korea. 

Lace,   pillow. 
Lapps. 

Lathe,  oriental. 
Licorice. 
Lighthouse. 
Lobsters. 
Locomotive. 
Madeira. 
Madonna. 
Magnet. 
Mangoes. 
Manuscript. 
Marble  quarry. 
Marbles. 
Matches. 
Mater'  Dolorosa. 
Mnzeppa. 
Mermaid. 
Mexico. 

Chihuahua,   etc. 
Mills. 
Minerals. 
Mistletoe. 

Mines  and  mining. 
Mono-rail. 
Morocco. 

Tangier,  etc. 
Mosaic. 
Mess. 

Irish. 

Mother  Goose. 
Motor   sledge. 
Mountain  climbing. 
Mountains. 
Assiniboioe. 
Matterhorn. 
Shasta. 
Mushrooms. 

Coprinus,   glistening. 

Fly. 

Russula,   green. 

Etc. 
Music. 


20 


TEACHING 


Musical   instruments. 

Violoncello. 
Myths. 
Greek. 

Athena.   Hera. 
Roman. 

Cybele,   Minerva. 
Negro  children. 
Norembega  tower. 
Norway. 
Finmark. 
Fjord. 
Hammerfest. 

Etc. 
Nubia. 

Temple  of  Aboo   Simbel. 
Nuts. 
Almond. 
Walnut. 
Observatory. 
Oil  well. 
Ophelia. 
Ore,  Iron. 
Pagoda. 
Painters. 

Botticelli,    Sandro. 
Madonna  and  child. 
Boughton,    George   Henry. 
William  the  Testy. 
Uouguereau,    Adolphe    William. 
Burne-Jones,   Sir   Edward. 
Hope. 

Temperance. 
Wood  nymph. 

Etc. 

Palestine. 
Bethel. 
Bethlehem. 

Etc. 

Panama   canal. 
Gatun  lock. 
Locks. 
Etc. 
Paper. 

Paper  making  machine. 
Pirates. 
Plants. 
Hops. 
Ivy. 

Tobacco. 
Plows. 
Poland. 
Cracow. 
Kiev. 

Etc. 
Pope. 

Julius  II,   Leo  XIII. 
Porcelain  stove. 
Porto  Rico. 
Portraits. 
Abt,   Franz. 
Adams,   John. 
Adams,   Samuel. 
Alcott,    Louisa   May. 

Home. 
Aldrich,  Thomas  Bailey. 

Etc.,   to — 
Dickens,   Charles. 
Birthplace. 
Home. 
Library. 
Old   Curiosity   Shop. 

Etc.,  to — 
Lincoln,   Abraham. 
Emancipation  statue. 
Ford's  theater. 
Funeral  car,  etc. 
Poultry. 
Quartz. 
Railroads. 
First  train. 


Rice. 

Robinson  Crusoe. 
Rosetta  stone. 
Rugs,  oriental. 
Russia. 

Costume. 

Etc. 

San  Juaii  Island. 
Saw. 

School  days. 
Scotland. 

Balmoral   Castle. 

Ben  Lomond. 

Etc. 
Sculptors. 

Robbia. 
Sculpture. 

Farnese  bull. 

Greek. 

Italian. 
Etc. 
Sea. 

Sea  urchins. 
Shells. 

Land. 

Marine. 

Murex. 

Nautilus. 

Etc. 
Ships. 

Construction. 

History. 

13th   century. 
1512. 
1875. 
Etc. 

Imperator. 

Sailing. 

Steam. 

Yachts. 
Silk. 

Singapore. 
Skyscraper. 
South  America. 

Cattle. 

Drying  beef. 

Ranch. 

River  of  doubt. 

Etc. 

South  pole. 
Spain. 

Alcazar,  etc. 
Spectroscope. 
Spices. 

Cinnamon. 

Cloves. 
Etc. 

Spinning  wheel. 
Spores. 
Sports. 

Coasting. 

Curling. 

Etc. 

Starfish. 

Stones,   ornamental. 
Submarine  boat. 
Suez  canal. 
Sugar   cane. 
Sugar  mill. 
Sugar  plantation. 
Sun. 
Sweden. 

Children,  etc. 
Switzerland. 
Tea. 

Tenements,   model. 
Tennis. 
Tibet. 
Time. 
Tourmaline. 


.TEACHING 


21 


Trees. 

Ash. 

Black  or  water. 
White. 

Bass  wood. 

Beech. 

Big  trees.     See,   also,  Seqnnia. 

Etc. 

Trinidad. 
Troubadour. 
Tuberculosis. 
T'.mis. 

Trrbines,   hydraulic. 
Turkey. 

Constantinople,   etc. 
U.   8. — Arizona,   Grand  canyon. 
U.  S. — California. 

Arroyo    Seco    river. 

Chinatown. 

Coast. 

Golden  Gate. 

Los  Angeles. 

Etc. 
U.  S. — Colorado. 

Etc.,  to — 

I       S. — Yellowstone   national   park. 
U.    S. — History — Early    incidents 

Columbus. 
I*.   S. — History — Colonial. 

Champlain,   Map  of  Lake,   1740. 

Colonial   marriage. 

Crown  Point. 

Mayflower. 


Penn  treaty  tree. 

Etc. 

V.   8. — History — Revolution. 
Boston  MasHsacre. 
Bunker  Hill. 

/•;/,-. 

I'.   S. — History — Civil  War. 

Antietam. 

Atlanta,   Siege  of. 

Barbara    Frietche. 

Bull    Run. 

Etc. 
Vanilla. 
Vase. 
Vegetables. 

Egg  plant. 

Tomatoes. 
Venezuela. 
Vestal  virgin. 
Vikinir   fleet. 
Volcano. 

Wall    paper    printing   machine. 
Waterloo. 
West   Indies. 
Wheat. 

Windmill.  / 

Winter. 

Wireless  telegraphy. 
Wood  carving. 
X-ray. 
Yake. 
Zeppelin. 


Story  Telling:  Bibliography. 

Compiled  by  GKRTRUDK  BCCK,  the  professor  of  library  science  at 
The  Kansas   State  Normal   School. 

METHODS. 

Bailey,   For  the  story  teller.     261  pp.     Bradley,  $1. 

— Story  telling  treated  as  a  developing  factor  in  life  and  a  subject  to  be  really  studied. 

Includes  stories  prepared  for  telling  and  story  programs. 
Bryant,  How  to  tell  stories.     260  pp.     Houghton,  $1. 

— Presents    purpose,     selection,     adaptation,    schoolroom    uses.       Stories    selected     and 
adapted   for   kindergarten,   grade   1,   grades   2   and   3,   grades  4    and   5.      Includes   a 
list  of  sources. 
Bryant,  Stories  to  tell  to  children.     Houghcon,  $1. 

— Suggestions  somewhat  in  addition  to  those  in  How  to  tell  stories.     Fifty-one  stories. 
Buckland,   Use  of  stories  in  the  kindergarten,   and  The  happiness  of  childhood.      40   pp. 
Steiger,   2!)  cents. 

— Two   essays  read   before   the   London   Froebel    Society. 
Cowles,   Art  of  story  telling  and  half  a  hundred  stories.     267  pp.     Rand,   $1. 

— One  hundred  four  pages  devoted  to  discussion  and  presentation,  emphasizing  artistic 

and  ethical  value.      Stories  adapted  to  lower  grades. 
Forbush,   Manual   of   stories.      310   pp.      Jacobs,    $l..~>n. 
— All  phases  of  the  subject.     General  list  of  stories. 
Hervey,  Picture  work.     91  pp.  Revell,  25  cents. 

— Primarily  a  book  on  work  with  pictures,  but  touches  many  things  intimately  related 

to  story  telling.     One  chapter  directly  on  the  topic. 
Houghton,  Telling  Bible  stories.     285  pp.   Scribner.   $1.25. 

— Xot    in    any   sense   a   children's  book.      Subject   thoroughly   treated   with   vital   common 
sense.      Principles  so  perfectly   applied   to   Bible  story   apply   to  all   educational   story 
telling. 
Keyes.   Stories  and  story  telling.     285  pp.     Appleton,  $1. :.'.".. 

— Seventy-two  pages  of  principles  and  methods.     Many  of  the  stories  given  require  not 

more  than  one  to  three  minutes. 
Lyman,  Story  telling.     229  pp.     McClurg,   75  cents. 

— Chapters    on    arranging    programs,    biographical    stories,    and    epic    tales.      List    of 

sources. 
Partridge,    Story    telling   in    school   and   home.      319   Dp.,    illus.      Sturgis,    $1.25. 

— Study   in   educational  esthetics.      Results  of  experiences.      Full   of   inspiration. 
Story  telling,  a  report  of  the  committee  to  the  fourth  annual  congress  of  the  Playground 

Association.      27  pp.      Playground  and  Recreation   Assoc.     of  America,   25   cents. 
St.   John,   Stories   and   story   telling.      100   pp.      Pilgrim   Press,    60   cents. 

— Dedicated   to  all  teachers  who  are   disposed   to  take   story   telling  seriously.      Use  of 
stories  for  moral  and  religious  purposes.     Designed  for  beginners  in  the  art. 


22       TEACHING 


Shedlock,  Art  of  the  storyteller.     288  pp.     Appleton,  $1.50. 

— Part  1,  158  pages  devoted  to  the  subject.     Part  2,   18  stories  as  told  by  the  author. 

Part  3,  list  of  books  containing  good  material.- 
Sheldon,  Old  Testament  Bible  stories.     326  pp.     Welch,  $1. 

— A  collection  of  stories  to  read  to  children,   with  a  paragraph  to  the  teacher   at  the 

close  of  each  and  a  15-page  introduction  addressed  to  teachers. 

Wiltse,  Place  of  the  story  in  early  education  and  other  essays.      132  pp.  Ginn,   50  cents. 
— Story  occupies  but  13  pages.      It  is  an  essay  read  before  the  Eastern  Kindergarten 
Association    of    Boston.      Other    essays    are   studies   of   children,    material    needed   by 
every  storyteller. 
Wyche,  Some  great  stories  and  how  to  tell  them.     182  pp.     Newson,  $1. 

— Presents  psychological  principles  and  spiritual  equipment.  Not  meant  for  little 
children.  Includes  work  in  Sunday  school,  library,  playground,  and  storytelling 
leagues  and  clubs.  Bibliography. 

LISTS  AND  PROGRAMS. 

Atlanta  (Ga.)  Carnegie  library,  Stony  hour  courses.  10  pp.  Atlanta  library  bulletin 
vol.  9,  Nos.  7-9. 

— For  younger  children :  America  in  legend  and  story,  Indian  folk-lore,  Colonial  times, 
Revolution,  Civil  War,  Western  frontier.  For  older  children:  Chaucer,  Spenser, 
Shakespeare,  Dickens. 

Atlanta     (Ga.)    Carnegie    library,    Story    hour,    local    history.      Atlanta    library    bulletin, 
vol.  10,  No.  3. 
— Lists   stories   for   Christmas,    about    flowers,    for   spring.      Titles    are    given,    but   not 

location   in  books. 

Brotherton,  Fairy  stories  to  tell  and  suggestions  for  the  story  teller.     H.  W.  Wilson  Co., 
White   Plains,   N.   Y.,    10   cents. 
— Ninety  stories.     Location  and  short  note  with  each  title.     Grade  given  for  which  each 

story  is  adapted.     List  of  sources  for  the  teller. 

Cleveland  (Ohio)  public  library,  Five-minute  stories  and  poems.  8  pp.  Teachers'  leaf, 
vol.  1,  Nos.  3,  4.  L 

— Stories    arranged    under    61    ethical    headings.      Location    in    books    given.      Stories 

chosen  for  kindergarten  and  primary  grades. 

Day  and  Wilson,  Suggestive  outlines  on  children's  literature.  87  pp.  Southern  Illinois 
State  Normal  University,  Carbondale,  111.,  25  cents. 

— Pages  46  to  59  devoted  to  story  analysis  and  use.     The  whole  most  helpful. 
Gilbert  and  Harris,  Graded  list  of  stories  and  poems.     41  pages.     Silver,  30  cents. 

— Lists  of  sources.     Books  of  reference  for  mythology.     Special  list  for  kindergartners. 
Hawkins,  Ghost  stories  and  tales  of  the  supernatural. 

Bulletin  of  bibliography,  vol.  5,  Nos.  8  and  9.     Boston  Book  Co.,  25  cents  each. 

— Most  of  these  are  books  to  be  read,  but  stories  for  telling  can  be  adapted  from  them. 

Twenty  humorous  tales  listed. 

Lqgan,  Stories  for  the  elementary  grades.      Ohio  State  Normal  College,  Teachers'   bulletin 
No.  8,  Miami  University,  Oxford,  Ohio. 
— Account  of  the  story-telling  league  of  the  college.     Stories  and  poems  for  grades  1  to  8. 

Grade,  story,  author,  and  location  in  book  given. 

MacKenzie,    Classified  list  of   stories   for   telling,   prepared   for   use   in   the   grades.      State 
Normal  School,  San  Jose,  Cal.,  25  cents. 
—Classes    of    stories    listed:      Descriptive    and    realistic,    Fairy    and    folk-lore,    Ethical, 

Bible,  Nonsense,  Fables,  Nature,  Legends,  Heroes,  Holiday. 

Pittsburgh  (Pa.)  Carnegie  library,  Story  hour  courses  for  children  from  Greek  myths, 
The.  Iliad,  and  The  Odyssey.  32  pages,  5  cents. 

— Various  sources  listed,  with  mam    of  the  stories  definitely  located  in  books. 
Pittsburgh    (Pa.)    Carnegie  library,   Story  telling  from  Norse  mythology  and  the  Nibelun- 
genlied.     48  pp.   20  cents. 

— Three  pages  on  story-telling  methods.  Twenty  pages  of  stories  (lists)  arranged  for 
programs,  with  references  for  preparation.  Fourteen  pages  annotated  list  of  books 
bearing  on  the  subject. 

Pittsburgh  (Pa.)  Carnegie  library,  List  of  good  stories  to  tell  to  children  under  twelve 
years  of  age.  30  pp.  5  cents. 

— Brief  account  of  the  story  hour  conducted  by  the  children's  department  for  little 
children  and  for  older  ones.  Location  of  story  in  book  is  given.  List  of  books  re- 
ferred to.  Stories:  Bible  25,  Fables  15,  Fairy  76,  Thanksgiving  7,  Legend  and 
history  18,  Myths  14,  Christ  -18,  Easter  4. 

Power,  Lists  of  stories  and  programs  for  story  hours.  110  pp.  H.  W.  Wilson  Co.,  White 
Plains,  N.  Y.,  20  cents. 

— Selections  chiefly  from  literary  sources.  Best  versions  and  other  versions  listed. 
Graded  by  years.  Index  to  titles.  Programs  for  special  days  and  story  hours. 

INDEXES. 

Children's  catalog  of  two  thousand  books,  compiled  by  Corinne  Bacon.  H.  W.  Wilson 
Co.,  $4.  (Two  other  editions,  including  1000  books  and  3500  books,  respectively,  $2 
and  $6,  same  publisher.) 

— Based  on   54  selected   library  lists  and  bulletins;    arranged  under   author,   title,    and 
subject,   with  analytical  entries  for  447  volumes.      Includes:     Author,   title,   and  sub- 
ject   entries;    books   about   children's    reading;    aids   to   story   telling;    magazines   for 
children;  lists  of  books  analyzed:  directory  of  publishers.     Issued  October,  1916. 
Eastman,  Index  to  fairy  tales,  myths,  and  legends.     311  pp.     Boston  Book  Co.,  $2.25. 
— A  title  index.      List  included  of  book  indexed. 


TEACHING     23 


Firkins,   Index  to  short  stories.     374  pp.     H.  W.  Wilson  Co.,  |6. 

— Not  an  index  to  stories  especially  for  children,  but  includes  many  of  their  favorites. 
Goss   and   Baker,    Index  to  Saint   Nicholas,   volumes    1   to   27    (1876   to    1899).      H.    W. 

Wilson  Co.,  $4.      (New  ed.,  down  to  date,  in  preparation.) 
Oregon  state  library  (Salem).     Index  to  short  stories.     School  circular  No.  9,  Nov.,  1915. 

—Grade  indicated  for  which  story  is  best  adapted.     Lists  for  special  days :    Christmas, 

Thanksgiving,   St.  Valentine's  day,  Washington's  birthday,   Lincoln's  birthday. 
Salisbury,   Index  to  short  stories.      118  pp.      Row,   50  cents. 

— Stories  listed  by  title  under  subjects  arranged  alphabetically.      Especially  helpful  for 
teachers  in  kindergarten  and  primary. 


Can  Your  School  Library  Answer  These  Questions? 

W.  H.  KERB. 

Superintendent  Engelman,  of  the  Decatur,  111.,  schools,  used  the  fol- 
lowing list  of  one  hundred  things  not  known  thirty-five  years  ago, 
suggesting  to  teachers  that  pupils  be  encouraged  to  read  it  through  to 
see  how  many  were  already  known  to  them.  Pupils  were  encouraged 
to  look  up  the  meaning  and  use  of  things  unknown  to  them.  Informal 
talks  were  given  upon  some  of  the  topics  at  general  exercises.  Some 
were  made  the  basis  of  current  event  discussion  or  other  oral  or  written 
work.  The*  interest  aroused  was  carried  from  the  class  rooms  to  hun- 
dreds of  homes;  and  doctors,  lawyers,  merchants,  mechanics,  editors,  and 
others  were  called  upon  to  answer  questions  raised  by  the  children.  In 
one  school  the  principal  made  such  use  of  the  list  as  to  motivate  some 
of  the  most  profitable  language  work  and  letter  writing  of  the  year. 
The  list  was  originally  compiled  and  displayed  by  the  National  Cash 
Register  Company. 

The  sort  of  school  library  described  in  these  pages  would  be  able 
to  answer  most  of  these  questions.  Modern  teaching  requires  that  the 
school  library  shall  be  not  purely  "literature"  and  cultural,  but  that 
it  shall  be  informational,  recreative,  and  educative.  It  is  all  of  these. 
But  here  is  the  list: 

1.  X-rays.  31.  Ball  bearings. 

2.  Radium.  32.  Deisel  engine. 

3.  Pianolas.  33.  Mertens  press. 

4.  Asbestos.  34.  Pasteurization. 

5.  Turbines.  35.  Boys'    gardens. 

6.  Monorail.  36.  Tube  railways. 

7.  Liquid  air.  37.  Cash  registers. 

8.  Acetylene.  38.  Maxim   silencer. 

9.  Aluminum.  39.  Reflectoscopes. 

10.  Multigraph.  40.  Asphalt  paving. 

11.  Harvesters.  41.  Telautography. 

12.  Antiseptics.  42.  School  gardens.' 

13.  Dictagraph.  43.  Safety   matches. 

14.  Mailometer.  44.  Electric  heating. 

15.  Aeroplanes.  45.  Pneumatic  tires. 

16.  Submarines.  46.  Moving   pictures. 

17.  Gas  engines.  47.  Bertillon  system. 

18.  Air  brushes.  48.  Electric   welding. 

19.  Motorcycles.  49.  High-speed  steel. 

20.  Gas  mantles.  50.  Vacuum   bottles. 

21.  Air  purifiers.  51.  Vacuum  brakes. 

22.  Stereopticon.  52.  Carpet  sweepers. 

23.  Skyscrapers.  53.  Electric  lighting. 

24.  Hydroplanes.  54.  Power   elevators. 

25.  Automobiles.  55.  Pneumatic  tubes. 

26.  Seismograph.  56.  Photoengraving. 

27.  Kinetophone.  57.  Electric    furnaces. 

28.  Parcels   post.  58.  Adding  machines. 

29.  Kinemacolor.  59.  Hot  dining  plates. 

30.  Block   signals.  60.  Automatic   scales. 


24 


TEACHING 


61.  Telephotography. 

62.  Vacuum   cleaners. 

63.  Hydro-aeroplanes. 

64.  Smoke   consumers. 

65.  Steel  construction. 

66.  Measuring   pumps. 

67.  Industrial    hygiene. 

68.  Picture  post  cards. 

69.  Smokeless  powder. 

70.  Cream   separators. 

71.  Department  stores. 

72.  Paper  milk   bottles. 

73.  Color  photography. 

74.  Wireless   telephony. 

75.  Janney  car  couplers. 

76.  Industrial   education. 

77.  Wireless  telegraphy. 

78.  Fireless   locomotives. 

79.  Electric  locomotives. 

80.  Reinforced  concrete. 


81.  Minimum  wage  scale. 

82.  Pneumatic    appliances. 

83.  Typecasting  machines. 

84.  Electric  street  railways. 

85.  Offset   printing  press. 

86.  Automatic  typewriters. 

87.  Rotary   printing   presses. 

88.  Industrial   welfare   work. 

89.  Edison  storage  batteries. 

90.  Electric   cooking   utensils. 

91.  Telegraph   tape   printers. 

92.  Pneumatic   mailing  tubes. 

93.  Commission   government. 

94.  Household   heating  plants. 

95.  Automobile   fire   equipment. 

96.  Automatic   shoe   machinery. 

97.  Sanitary    drinking    fountains. 

98.  Industrial    safety    appliances. 

99.  Industrial  physical  education. 
100.  Miners'   electric  safety  lamps. 


School  Library  Aids. 

Compiled  by  W.  H.  KERR. 

Children's  catalogue  of  one  thousand  books,  compiled  by  Corrinne  Bacon.  A  guide  to 
the  best  reading  for  boys  and  girls,  based  on  fifty-four  selected  library  lists  and 
bulletins,  arranged  under  author,  title,  and  subject,  with  analytical  entries  for  212 
volumes.  Published  1916  by.  the  H.  W.  Wilson  Co.,  White  Plains,  N.  Y.,  $2.  In- 
valuable to  any  teacher  in  purchasing  and  using  books  or  in  preparing  lesson 
material. 

Davis  and  Cowing,  library  aids  for  teachers  and  school  librarians.  H.  W.  Wilson  Co., 
White  Plains,  X.  Y.,  10  cents.  Has  sections  for  teachers,  high  schools,  elementary 
schools,  holidays,  plays  and  costumes,  and  school  libraries.  Indicates  best  aids  and 
sources,  with  publishers  and  prices. 

Democrat    Printing   Company,   Madison,   Wis.      Catalogue  of   library   supplies.      Free. 

Gaylord  Brothers,  Syracuse,  X.  Y.  Catalogue  of  library  supplies  and  pamphlet  on  A 
Simple  Charging  System.  Free. 

Globe- Wernicke  Company,  Cincinnati.  Catalogue  of  filing  cabinets  and  supplies  for  li- 
braries. Free.  , 

Kansas  State  Traveling  Libraries  Commission,  Topeka.  Lends  fifty  books  six  months 
for  two  dollars,  which  pays  transportation  both  ways.  Send  for  application  blank. 

Library  Bureau,  6  North  Michigan  avenue,  Chicago.  Catalogue  of  library  furniture  and 
supplies,  and  pamphlet,  How  shall  I  catalogue  my  library?  Free. 

Library  journal.  Monthly,  $4  per  year  ($2  to  libraries  with  income  less  than  $2000  per 
year).  241  West  37th  street,  New  York.  General  library  news  and  articles,  with 
occasional  school  library  supplement. 

Public  libraries.  Monthly,  $2  per  year.  6  North  Michigan  avenue,  Chicago.  General 
library  news  and  articles,  with  school  library  department. 

Wilson  bulletin.  Issued  occasionally  by  the  H.  W.  Wilson  Co.,  White  Plains,  X.  Y. 
Free.  Has  school  library  department. 


Magazines  for  Teachers  and  Schools. 

Compiled  by  W.  H.  KERR. 

Publishers'  list  prices  are  quoted.  Apply  to  any  bookseller  or  maga- 
zine agent  for  "club"  prices  if  you  subscribe  to  more  than  one  periodical. 
Some  of  the  notes  below  are  from  a  list  published  by  the  Newark  Public 
Library. 

-  American    cookery.      Mo.      $1    per   year.      Boston,    Mass.      Formerly    the    Boston    Cooking 

School  magazine. 

-  American  Library  Association  booklist.     Mo.     $1.     Chicago.     Dependable  list  and  annota- 

tions of  current  books  in  all  fields. 

v    \merican  penman.  Mo.     $1.     New  York.      Useful  in  penmanship  work. 
American   physical   education   review.      Mo.      $3.      Athletics   as   a    school   subject,    hygiene, 

recreation. 
American    primary    teacher.    Mo.      $1.      Boston.      Practical    helps    for    the    grades,    news, 

textbooks. 
American   school.      Mo.      $1.50.      Milwaukee.      'For   those   who   organize,    administer   and 

supervise." 


TEACHING  25 


'American    school    board    journal.      Mo.      $1.50.      Milwaukee.       Administration    of    schools, 

medical   inspection,   supplies,    furniture. 

.Atlantic  educational  journal.      Mo.      $1.25.      Baltimore.      Methods,    pageantry,   plans,   news. 
Aus   Nah   und  Perm.      Qr.     50  cents.      Chicago.      Useful   for  teaching  German. 

•  Bird  lore.      Bi-mo.      $1.      HarrisburK.    l':i.      Study   and   protection   of   birds. 
Hoys'    life.      Mo.      $1.      New    York.      Official    Hoy   Scouts   magazine.      Wholesome. 
Breeders'    gazette.      W.      $1.      Chicago.      Useful   wherever   agriculture    is    taught. 
Business   educator.      Mo.      $1    (Teachers'    ed).      Columbus.    Ohio.      Su-L'eMive    for   general 

commercial  work. 

Catholic  educational  review.  Mo.  $3.  Washington,  D.  C.  General  articles  and  news 
of  Catholic  schools. 

Classical  journal.     Mo.     $2.50.     Chicago.     Especially  valuable  for  Latin  in  the  high  school. 

Country  gentleman.  W.  $1.  Philadelphia.  Makes  agriculture  and  country  life  pop- 
ular. Children  will  read  it. 

Current  events.     W.     40  cents.     Chicago.      Useful  summary. 

Education.    Mo.    83.    Boston.    General  articles,  tendency  somewhat  to  high-school   subjects. 

Educational  administration  and  supervision.  Mo.  $2.50.  Baltimore.  Discussion,  re- 
search, editorials. 

Educational  review.  Mo.  $3.  New  York.  General  articles,  news  notes,  book  reviews. 
Largely  college  and  university. 

Elementary  school  journal.  Mo.  $1.50.  Chicago.  Progress  and  achievement  in  ele- 
mentary schools. 

.  English  journal.      Mo.      $2.50.      Chicago.      Extremely   useful   for  teachers   of   English,   es- 
pecially in  secondary  schools. 

General  science  quarterly.  Q.  $1.  Salem.  Mass.  Promises  to  be  very  useful  in  its 
field.  First  number  November,  1916. 

History  teachers'  magazine.  Mo.  $2.  Philadelphia.  Indispensable  for  the  history 
teacher.  , 

Independent.  W.  $4.  New  York.  One  of  the  best  general  weekly  newspapers,  useful 
in  school  work. 

Industrial  arts  magazine.  Mo.  $1.50.  Milwaukee.  Arts  and  manual  training  in  in- 
dustrial and  trade  schools. 

Information.  Q.  $2.  Xew  York.  Important  for  quick  reference,  summary  of  dates 
and  facts  from  current  newspapers.  (Also  published  monthly,  $3;  both  editions  to 
one  address  $4.) 

Journal  of  education.  W.  $2.50.  Boston.  News  and  comment  about  schools  through- 
out the  country. 

Journal  of  educational  psychology.  Mo.  $3.  Baltimore.  Research,  discussion,  book 
reviews. 

Journal  of  geography.     Mo.     $1.      Appleton,   Wis.     Geography  in  the  elementary  schools. 

Journal  of  home  economics.  Mo.  $2.  Baltimore.  Official  journal  of  American  Home 
Economics  Association. 

Kindergarten  and  first  grade.  Mo.  $1.25.  Springfield,  Mass.  Articles,  stories,  games, 
songs.  Indispensable  to  kindergartners. 

Kindergarten  primary  magazine.  Mo.  $1.  Manistee,  Mich.  Programs,  games,  paper 
work. 

•  Literary  digest.     W.     $3.     New  York.     Popular  and  useful  in  school  work. 

Manual    training   magazine.      Mo.      $1.25.      Peoria,    111.      Problems,    designs,    shop    notes, 

news. 

Mathematics  teacher.     Qr.     $1.     Lancaster,   Pa.     Useful  articles  and  reviews. 
Mentor.      Twice   monthly.      $3.      New   York.      Useful  because  of   the   six-picture   gravures 

in  each   number. 
National   geographic   magazine.     Mo.      $2.50.      Washington,    D.   C.      Intensely   interesting. 

Pictures  valuable  for  reference. 

Nature  study  review.     Mo.     $1.     Ithaca,  N.  Y.     Scientific  study  of  nature  in  the  schools. 
Normal  instructor  and  primary  plans.     Mo.     $1.25.     Dansville,  N.  Y.     Plans  for  lessons. 

Diaper  work,  special  day  exercises. 

•Outlook.      W.      $3.     ($4   after   February   1,    1917.)      New  York.     Valuable  general  refer- 
ence. 
Playground.      Mo.      $2.      New    York.      Official    organ    of   the    Playground    Association    of 

America.     New  features  in  playgrounds,  apparatus,  games. 
Popular    educator.      Mo.      $1.50.      Boston.      Plans,    helps,    and   generally    useful   material 

for  the  lower  grades. 
Popular    mechanics.      Mo.      $1.50.      Chicago.      This    and    the    next    entry    are    rightfully 

popular  with  boys. 
Popular   science   monthly.      Mo.      $1.50.      New   York.      Inventions,   mechanics,    electricity, 

all   fields  of  science. 

Psychological   clinic.      Mo.      $1.50.      Philadelphia.      Largely   devoted   to   deficient    and   de- 
linquent children. 
Quarterly  journal  of  public  speaking.     Q.     $2.     Menasha,  Wis.     Public  speaking,  debate, 

oral   English.      Articles  and   discussions. 
Readers'    guide.      Mo.      Write   publishers,    H.    W.    Wilson    Co.,    White    Plains,    N.    Y.,    for 

price,  stating  number  of  magazines  your  school  receives.     Indispensable  index  to  the 

leading   magazines.      If  you    receive   eight    magazines,    this   index   will   multiply   their 

value  several  times. 

Saint  Nicholas.      Mo.     $3.      New  York.      Deservedly  popular  with  children. 
School   and   home  education.      Mo.      $2.      Bloomington,    111.      Pungent    editorials,    articles, 

news,  parent-teacher  department. 
School   arts  magazine.      Mo.      $2.      Boston.      Plans  and  suggestions  for  drawing   and   art 

teachers. 


V 

26       TEACHING 


School  music.     Bi-mo.     50  cents.     Keokuk,  Iowa.     For  music  teachers  and  supervisors. 

School  review.     Mo.     $1.50.     Chicago.     Secondary  school  matters  and  movements. 

School   science   and  mathematics.      Mo.      $2.      Mount   Morris,    111.      For   secondary    school 
teachers.     Stresses  science. 

School   and   society.      W.      $3.      Garrison,    N.   Y.      Schools   of   all   kinds   and   progress    in 
education ;  notices  of  research. 

Scientific   American.      W.      $4.      The   world's  progress   in   science,   invention,    engineering, 
and  industrial  and  commercial  achievements. 

Something  to  do.     Mo.     $1.     Boston.     Something  interesting  to  make,  to  do,  to  read,   or 
to  know  on  every  page. 

Story   teller's  magazine.      Mo.      $1.      New  York.      Useful   for  kindergarten   and  primary. 
1  Teachers'   college  record.     Bi-mo.     $1.50.     New  York.     Valuable  monographs. 

Wohelo.     Mo.     $1.     New  York.   Official  organ  of  the  Camp  Fire  Girls. 

•  World's   work.      Mo.      $3.      Garden   City,    N.   Y.      An   interpreter   of   current   events      Ad- 
vocates better  schools,  better  financial  methods,   better  government. 

•Youth's  companion.     W.     $2.      Boston.      One  of  the  oldest  and  most  popular  papers   for 
young  people. 

It  is  assumed  that  one  or  all  of  the  Kansas  educational  journals  will 
be  on  every  teacher's  desk. 


Recreation  and  Entertainments  for  Schools. 

A  select  list  of  books  compiled  by  H.  M.  CULTER,  professor  of  rural  education, 
and  W.  H.  KERB,  librarian. 

Benton,   Saturday  mornings.      1906.      Dana   Estes  Co.,   Boston.      75  cents. 

Bullivant,  Home  fun.     1910.     Dodge  Pub.  Co.,  N.  Y.     $1.50. 

Chesley,   Social  activities  for  men  and  boys.      1910.     Association   Press,   N.   Y.      $1. 

Country  Life.     Special  number  of  Annals  of  American  Academy  of  Pol.  and  Soe.  Science, 

Philadelphia,  March,  1912.     $1.50.      (See  page  119.) 
Dalkeith,  Little  plays.     Dutton,  N.  Y.     50  cents. 

Glover,  Dame  Curtsey's  book  of  guessing  contests.      1908.     McClurg,   Chicago.      50  cents. 
Kelley,  Three  hundred  things  a  bright  girl  can  do.     1903.     Dana  Estes  Co.,  Boston.    $1.75. 
Leverton,  Little  entertainments  and  how  to  manage  them.     1910.     Fenno,  N.  Y.     50  cents. 
Palm,  Baroness  von.    Rainy  day  pastimes  for  children.    1910.    Dana  Estes  Co.,  Boston..  $1. 
Reisner,   Social  plans  for  young  people.      1908.     Eaton  and  Mains,   Cincinnati.      75   cents. 
Stern,  Neighborhood  entertainments.      1911.      Sturgis  and  Walton,  N.  Y.      $1. 
Wells,  Pleasant  day  diversions.     1909.     Moffat,  N.  Y.     $1. 
Yale,  When  mother  lets  us  give  a  party.     1909.     Moffat,  N.  Y.     75  cents. 


A  Suggestive  List  of  Books  foi*  Teachers. 

Compiled  by  SUPERINTENDENT  J.  B.  HEFFELFINGER,  Arkansas  City,  Kan. 

The  following  suggestive  list  of  books  for  teachers  was  compiled  by 
Mr.  Heffelfinger  after  consultation  with  the  following  educational  author- 
ities: W.  H.  Burnham,  Clark  University;  R.  M.  Ogden,  Cornell  Univer- 
sity; G.  D.  Strayer,  Columbia  University;  F.  J.  Kelly,  University  of 
Kansas;  F.  P.  Graves,  University  of  Pennsylvania;  E.  P.  Cubberley, 
Leland  Stanford  University;  C.  H.  Judd,  University  of  Chicago.  The 
books  were  exhibited,  and  a  printed  list  with  annotations  distributed,  at 
the  meeting  of  the  southern  Kansas  Teachers'  Association,  Wichita,  Oc- 
tober' 13,  14,  1916. 

Bagley,   Educative  process.      Macmillan,    1905. 

•  Brown  and  Coffman,  How  to  teach  arithmetic.     Row,   Peterson,   1914. 
Cabot,  Everday  ethics.     Holt,   1906. 

Carpenter,  Baker,  and  Scott,  Teaching  of  English.      Longmans,   1903. 
Colvin,   Learning  processs.      Macmillan,   1911. 

Comstock,  Handbook  of  nature  study,  two  volumes.     Comstock  Pub.  Co.,   1911. 
Cubberley,  Rural  life  and  education.     Houghton,   1914. 
Cubberley,   Public   school  administration.      Houghton,    1916. 
Curtis,  Education  through  play.     Macmillan,  1913. 
Dewey,  Democracy  and  education.     Macmillan,   1916. 
Dewey,  How  we  think.     Heath,   1910. 
Dewey,   Schools  of  to-morrow.     Dutton,   1915. 
Dress'lar,   School  hygiene.     Macmillan,   1913. 


TEACHING  27 


Freeman,  Psychology  of  the  common  branches.     Houghton,    1916. 

Guyer,   Being  well-born.     Bobbs-Merrill,   1916. 

Hall,    Youth.      Appleton,    1904. 

Holmes,  Backward  children.     Bobbs-Merrill,    1915. 

Holmes,   Conservation  of  the  child.      Lippincott,   1912. 

Huey,   Psychology  and  pedagogy  of  reading.     Macmillan,   1908. 

James,  Talks  to  teachers.     Holt,   1899. 

Johnson,  Teaching  of  history.     Macmillan,   1915. 

Judd,  Psychology  of  high-school  subjects.!    Ginn,  1915. 

Kirkpatrick,  Fundamentals  of  child  study.     Macmillan,  1907. 

McMurry,  Elementary  school  standards.     World  Book  Co.,  1913. 

McMurry,  How  to  study.     Houghton,  1909. 

Monroe,  Principles  of  secondary  education.     Macmillan,   1914. 

Monroe,  Brief  course  in  the  history  of  education.     Macmillan,   1907. 

Morehouse,  Discipline  of  the  school.     Heath,   1914. 

O'Shea,  Social  development  and  education.     Houghton,   1909. 

Parker,  History  of  modern  elementary  education.     Ginn,  1912. 

Parker,  Methods  of  teaching  in  high  schools.     Ginn,   1915. 

Perry,  Wider  use  of  the  school  plant.     Survey  Associates,   1910. 

Starch,  Educational  measurements.     Macmillan,   1916. 

Strayer,  Brief  course  in  the  teaching  process.     Macmillan,  1911. 

Swift,  Learning  and  doing.     Bobbs-Merrill,   1914. 

Tennan,  Hygiene  of  the  school  child.     Houghton,  1915. 

Terman,  Measurement  of  intelligence.     Houghton,  1916. 

Thorndike,  Education.     Macmillan. 

Thorndike,  Mental  and  social  measurements.     Teachers'   College,   Columbia   University. 

Wilson  and  Wilson,  Motivation  of  school  work.     Houghton,  1916. 


A  Preliminary  Report  of  an  Investigation  of  the  Value  of 
Marks  Given  in  College  Classes. 

J.  C.  DE  Voss,  an  assistant  professor  of  psychology  at  The  Kansas  State  Normal  School. 

This  investigation  and  this  report  were  made  as  a  part  of  the  regular 
administrative  work  of  this  institution.  Suggestions  for  the  investiga- 
tion and  requests  for  the  following  data  were  made  by  the  president  and 
various  committees.  Thirty-one  members  of  the  faculty  gave  complete 
and  sympathetic  cooperation.  Twenty  or  more  others  contributed  in 
some  way.  While  this  report  may  not  be  as  good  as  the  cooperation  jus- 
tifies, it  is  limited  by  the  incompleteness  of  the  material  available. 

Marks  are  intended  to  indicate  the  value  of  work  done  in  classes  in 
various  departments.  On  the  basis  of  such  marks,  recommendations  are 
made  for  positions,  scholarships  are  awarded,  various  academic  honors 
bestowed,  and  graduation  or  continuation  in  school  is  granted  or  with- 
held. These  marks,  theoretically,  could  be  of  two  kinds,  either  positive' 
standards  or  relative  standards.  The  first  would  be  as  definite  as  any 
physical  quantitative  measurement  as  pounds,  feet,  etc.  The  second  would 
be  based  on  the  estimate  that  A's  work  is  better  than  B's,  B's  better  than 
C's,  etc.,  assigning  the  highest  mark  to  the  group  at  the  upper  end  of  a 
list  made  on  such  an  estimate.  If  this  latter  plan  is  followed,  and  the 
marking  is  accurately  done,  a  hundred  marks  will  be  found  to  fall  into 
the  normal  distribution.  This  is  the  same  distribution  which  occurs  in 
the  measurements  of  height,  weight,  cephalic  indices,  etc.  Small  classes 
might  or  might  not  fall  into  such  a  distribution.  A  school,  a  department, 
or  a  class  might  have  a  selected  group  which  would  effect  the  distribution 
of  marks  accordingly.  Assuming  that  adjustments  can  readily  be  made 
and  that  exceptions  can  be  considered  in  any  final  action  which  may  be 
taken,  this  report  is  based  arbitrarily  on  the  premise  that  the  normal 
distribution  is  the  ideal  distribution.  All  data  are  compared  with  this 
ideal  distribution  and  criticised  accordingly.  This  position  is  not  to  be 


28  TEACHING 


interpreted  to  indicate  that  a  distribution  other  than  the  normal  is 
wrong.  It  does  assume  that  the  distributions  discovered  are,  many  of 
them,  far  from  the  ideal. 

Because  of  limited  time,  and  the  fact  that  the  data  came  in  very  slowly, 
the  analysis  given  is  not  complete.  This  preliminary  report  should  sug- 
gest needed  reforms,  and  probably  indicates  roughly  what  a  complete  in- 
vestigation would  give  in  detail. 

In  response  to  the  first  request  for  data  thirty-one  instructors  re- 
ported the  marks  they  had  given  in  the  Kansas  State  Normal  School 
prior  to  September,  1915.  These  data  are  shown  in  Tables  I  and  II. 
Table  I  shows  the  marks  given  in  elementary  course  and  Table  II  the 
marks  given  in  advanced  courses. 

In  Table  I  the  instructor's  reports  are  arranged  in  the  ascending  and 
descending  percentages  of  1's.  Thus  instructor  X,  who  gave  the  highest 
per  cent  of  1's,  is  at  the  top,  and  instructor  XXV,  who  gave  the  lowest 
per  cent  of  1's,  is  at  the  bottom.  The  variation  is  59  per  cent.  This 
variation  is  undoubtedly  greater  than  it  should  be.  The  variation  is 
almost  as  great  for  the  2's,  and  a  little  lower  for  the  3's.  At  the  right  of 
the  table  the  percentages  of  F's  are  arranged  in  the  ascending  and  de- 
scending order. 

In  Table  II  the  data  are  treated  in  a  way  similar  to  that  used  in  Table 
I.  A  comparison  of  the  two  tables  shows  no  very  significant  differences. 
The  percentages  of  different  marks  assigned  varies  a  little  more  in  the 
elementary  courses  than  in  the  advanced  courses,  excepting  the  2's.  If 
we  turn  to.  Table  V,  where  the  totals  of  these  tables  are  given,  we  see 
that  the  percentage  of  1's  given  in  advanced  courses  exceeds  the  per- 
centage of  1's  given  in  elementary  courses,  while  the  2's,  3's,  and  F's  are 
lower  for  the  advanced  courses. 

The  two  tables  taken  together  show  one  fact  clearly.  Each  instructor 
is  using  an  individual  system  of  grading.  Since  they  are  all  dealing  with 
the  same  class  of  students  they  can  not  all  be  right.  A  policy  should  be 
determined  which  all  could  follow  as  far  as  conditions  would  permit. 

Table  III  gives  the  reports  of  grades  given  during  the  first  semester 
of  this  school  year.  These  data  was  received  too  late  to  be  fully  tabu- 
lated and  analyzed.  As  these  data  will  be  gathered  each  term,  it  will 
soon  show  the  trend  of  our  present  policy.  At  the  foot  of  the  table  the 
percentages  based  on  the  total  number  of  marks  assigned  show  fewer 
1's,  more  2's  and  3's,  and  1  per  cent  less  of  failures  than  the  reports 
covering  the  preceding  five  years  showed.  This  may  be  due  in  part  to  the 
weight  of  marks  given  by  new  members  of  the  faculty.  This  seems  the 
more  probable  if  we  note  the  column  at  the  right  of  Table  V.  Instructor 
XX  gave  5  per  cent  of  F's.  His  report  is  at  the  middle  of  the  column, 
there  being  15  above  and  15  below.  Of  the  15  above,  9  have  taught  in  the 
Normal  less  than  four  years.  Of  the  15  below,  3  have  taught  in  the 
Normal  less  than  four  years.  Briefly  stated,  the  new  instructors  are 
failing  a  larger  per  cent  of  their  students  than  the  old  instructors.  The 
new  instructors  are  also  giving  fewer  1's,  for  in  the  column  giving  the 
percentages  of  1's  we  find  only  two  new  instructors  above  the  middle 
point.  They  are  instructors  XXIV  and  IV.  It  may  be  that  we  grow  more 
lenient  as  we  teach  longer  in  an  institution. 


TEACHING  29 


Table  IV  gives  the  totals  of  Tables  I,  II  and  III. 

Table  V  gives  the  percentages  of  these  tables  given  in  Table  IV. 

Table  VI  gives  first  the  normal  frequency  or  the  distribution  which 
may  be  expected  whenever  we  employ  fairly  accurate  measurements. 
This  is  assumed  to  be  the  ideal  distribution  for  large  numbers  of  marks, 
such  as  those  we  are  studying.  Comparing  this  distribution  with  that 
discovered  from  this  study,  it  may  be  clearly  seen  that  the  policy  of 
marking  maintained  in  this  institution  permits  of  too  many  1's  and  too 
few  3's  and  F's.  This  may  be  seen  more  clearly  in  Figures  I,  II  and  III. 
However,  the  policy  might  be  defended  as  such,  if  it  existed  in  fact,  but 
as  shown  in  the  earlier  part  of  this  report,  this  is  not  a  policy  which  the 
instructors  are  following,  but  is  only  the  resultant  of  a  large  number  of 
individual  policies. 

Early  in  the  investigation  it  was  seen  that  some  recommendation 
should  be  made  of  a  policy  to  be  followed.  To  secure  the  assistance  of 
faculty  members,  a  questionnaire,  bearing  on  the  definition  of  the  grades 
we  are  using,  was  circulated.  Forty-five  members  of  the  faculty  re- 
sponded. In  selecting  one  of  two  definitions  of  each  of  the  marks  used, 
the  replies  were  as  follows: 

A  mark  of  1.     A  mark  of  high  distinction  to  be  given  to  about  5  per  cent  of  the  class.  .  15 

A  mark  to  be  given  to  a  larger  number 22 

A  mark  of  2.      Superior  work    6 

Fair   and    average   work 31 

A   mark  of   3.      Good   average  work 11 

Poor    work,    just    above   failure 24 

A  mark  of  F.      Lack  of  application 14 

Below  dead  line  of  mastery  of  subbject 8 

Lacking  the  ability  to  teach  the  subject 2 

This  again  shows  the  lack  of  agreement  in  definition  of  marks  and  in 
policy  of  marking. 

In  answer  to  a  question  concerning  the  use  of  our  marks  of  1,  2,  3, 
and  F,  it  was  shown  that  eleven  instructors  base  these  marks  on  a  per- 
centage scale,  but  only  four  use  the  scale  80  to  100  as  defined  by  the 
registrar's  office. 

RECOMMENDATIONS. 

The  following  suggestions  are  made  as  a  basis  for  discussion  of  the 
vital  question  of  the  value  of  marks  given.  The  author  of  this  report 
takes  all  responsibility  for  such  suggestions,  realizing  that  they  are  on 
debatable  ground. 

1.  That  the   percentage  basis   for  marking  be   abandoned,   and   the 
normal  or  biological  frequency  be  adopted  by  all  instructors.     (The  span 
80  per  cent  to  100  per  cent  involves  20  steps  above  failure.    This  is  more 
divisions  than  the  instructor  can  use  with  any  degree  of  accuracy.     It 
is  equivalent  to  the  measuring  of  distances  to  the  ^loo  of  an  inch  with  a 
yard  stick.) 

2.  That  five  divisions  or  group  classifications  be  the  basis  of  fre- 
quency, and  that  each  100  marks   (exclusive  of  D's)   be  distributed  as 
follows : 

10  marks  of  1. 
20  marks  of  2. 
40  marks  of  3. 
20  marks  of  4. 
10  marks  of  F. 


30 


TEACHING 


3.  That  "plus"  and  "minus"  be  dropped  from  all  final  marks.     We 
Should  agree  on  a  certain  number  of  group  classifications,  and  each  of 
these  groups  should  have  a  separate  mark. 

4.  That  these  group  classifications  be  fully  advertised  to  faculty  and 
students.    Then  a  student  can  know  more  nearly  than  he  now  knows  the 
value  of  a  mark.    This  would  seem  necessary  before  we  can  adopt  a  satis- 
factory system  of  giving  honors.     Furthermore,  this  would  strengthen 
our  certificates  and  degrees. 

TABLE  I.— Elementary  Courses. 


TEACHERS' 
NUMERALS. 

Years 
reported. 

Total 
marks. 

Per  cent 
of  1's. 

Per  cent 
of  2's. 

Per  cent 
of  3's. 

Per  cent 
of  F's. 

Per  cent 
of  D's. 

Teachers' 
numerals. 

Per  cent 
of  F's. 

X.  . 

4 

567 

71 

12 

2 

1 

14 

XXVII.. 

14 

XXX 

4 

1,127 

48 

29 

9 

3— 

10+ 

Ill 

13 

VII 

3 

147 

43 

35 

12 

7 

3 

VI  

10 

XXI... 

5 

273 

43 

25 

13    • 

4 

15 

XIX  

10 

XIV 

3 

552 

41 

46 

6 

3 

4 

XXII  .. 

10 

XXIV 

5 

935 

38 

40 

15 

2 

4 

II 

8 

XXIII 

5 

970 

37 

34 

13 

5 

11 

VII  

7 

XV 

2 

210 

37 

45 

10 

0 

8 

XVI  .  .  . 

7 

XXIX 

2 

296 

36 

45 

9 

0 

9 

XX 

7 

IX 

5 

2  816 

34 

40 

18 

5 

3 

XXV  

7 

XXVI 

4 

627 

33 

43 

15 

7 

2 

xxvi  

7 

XVI 

o 

363 

29 

36 

15 

7 

13 

XI 

6 

XXVII 

5 

280 

27 

24 

16 

14 

19 

XVIII  .  . 

6 

XVII 

5 

741 

27 

50 

19 

1  

4 

XII  

5 

IV 

1 

40 

27 

50 

15 

5 

3 

IV  

5 

XVIII 

1 

372 

26 

44 

22 

6 

1  + 

IX  . 

5 

XI 

3 

377 

26 

48 

14 

6 

6 

XXIII  

5 

II 

1 

39 

23 

23 

38 

8 

8 

V       

4 

III  . 

2 

246 

22 

45 

12 

13 

8 

XXI  

4 

I 

2 

237 

21 

47 

14 

18 

XIV 

3 

XIII 

2 

160 

21 

66 

11 

1— 

1  + 

XXVIII  

3 

XXVIII  
XX 

5 
4 

294 
314 

21 
21 

44 
30 

24 
34 

3 

7 

8 
8 

XXXI  
XXX  

3 
3- 

XXII 

4 

159 

19 

28 

23 

10 

20 

XXIV  

2 

XII 

4 

222 

18 

39 

31 

5  * 

7 

X  

1 

VIII 

5 

1,449 

18 

67 

14 

.2 

.1 

XIII  

1- 

V. 

4 

391 

17 

48 

28 

4 

3 

XVII  

1- 

XIX 

1 

69 

16 

53 

15 

10 

6 

I  

.5 

VI 

2 

175 

15 

26 

36 

10 

13 

VIII...:  .... 

.2 

XXXI 

3 

430 

14 

54 

24 

3 

4 

XXIX  

0 

XXV  

3 

380 

12 

42 

34 

7 

5 

XV  

0 

Variation:  59%,  55%,  36%,  14%. 


TABLE  II.— Advanced  Courses. 


FACULTY 
NUMERALS. 

No.  of 

luaiks. 

Per  cent 
of  1's. 

Per  cent 
of  2's. 

Per  cent 
of  3's. 

Per  cent 
of  F's. 

Per  cent 
of  D's. 

Faculty 
numerals. 

Per  cent 
of  F's. 

x 

57 

70 

19 

0 

0 

11 

XXII  ... 

10 

XXI 

89 

66 

16 

9 

2 

8 

Ill  

9 

IX 

129 

60 

23 

9 

4 

4 

XXV  

8 

XVI 

201 

58 

32 

2 

1 

6 

VII  

6 

XXIX 

155 

55 

28 

5 

1 

10 

XXVI  

5 

XX 

112 

50 

24 

19 

0 

7 

XXXII  

5 

XXVII 

291 

49 

33 

10 

1 

6 

IX  

4 

I 

6 

46 

23 

31 

0 

0 

IV  

3 

XIV 

144 

42 

42 

9 

3 

3 

XI  

3 

XXIII 

149 

39 

36 

10 

5 

10 

XIV  

3 

XI 

291 

34 

39 

18 

3 

6 

XXVIII  

2 

ni 

132   ' 

33 

47 

6 

9 

5 

xvm  -.  

2 

XXVI 

391 

33 

47 

14 

5 

1 

XXI  

2 

VI 

139 

32 

32 

26 

1 

8 

XII  

1 

VII 

510 

32 

44 

14 

6 

4 

VI  

1 

XXII 

170 

31 

24 

22 

10 

13 

XXVII  

1 

XVIII 

171 

30 

48 

18 

2 

1 

XXIX  

1 

XII 

93 

28 

'    45 

21 

1 

5 

XVI  

1 

IV 

124 

27 

60 

10 

3 

0 

XXXI  

1 

XXVIII 

121 

25 

52 

14 

2 

7 

I  

0 

XXXI 

463 

22 

57 

15 

1 

5 

XX  

0 

XXV  -. 

175 

14 

44 

29 

8 

5 

X  

0 

Variations:  56%,  44%,  31%,  10%. 


TEACHING 


31 


5.  That   the    new   form   of   reports   headed    "Semester    Report"    be 
adopted  (and  that  the  cards  formerly  used  be  discarded  or  used  only  as 
enrollment  cards) . 

6.  That  a  permanent  committee  shall  prepare  a  statistical   report 
showing  the  distribution  of  marks  for  each  semester  and  investigate  the 
causes  for  unusual  distribution.    It  would  not  be  exceeding  the  practice 
of  other  institutions  if  the  committee  had  the  power  to  demand  an  ex- 
planation from  the  instructor  who  gave  an  abnormal  number  of  marks 
of  one  kind. 

TABLE  III.— GRADES  FOR  FIRST  SEMESTER— 191.V16. 


INSTRUCTOR. 

Department. 

Marks. 

Per  cent 
of  1's 

Per  cent 
of  2  'a 

Per  cent 
of  3's 

Per  cent 
of  F's. 

Per  cent 
of  D's. 

Per  cent 
ofC'g. 

41 

59 

29 

0 

3— 

3— 

7 

Miss  Alder 

Kindergarten  

113 

7 

56 

26 

2 

3 

5 

81 

27 

42 

16 

4 

6 

5 

Mr.  Barrett   . 

English 

61 

25 

42 

17 

7 

8 

0 

Mr  Beach 

52 

29 

36 

13 

8 

6 

8 

Miss  Strousc 

Music 

133 

13 

55 

19 

1— 

12 

0 

Miss  Shelton  

Music  

57 

28 

39 

15 

4 

10 

4 

Miss  Eby 

64 

50 

39 

6 

2 

3 

0 

Miss  Major  .... 

Music  

30 

30 

61 

3 

0 

6 

0 

25 

17 

64 

20 

0 

0 

0 

Miss  Weatherly  . 

Music    .            .   . 

17 

46 

6 

41 

0 

6 

0 

36 

22 

72 

0 

0 

3 

3 

Mr.  Black 

I*tin 

38 

30 

30 

16 

8 

11 

5 

59 

37 

37 

12 

7 

2 

5 

49 

32 

31 

18 

12 

5 

3 

Mr.  Cutler 

Rural  School  

132 

22 

44 

26 

2 

3 

3 

Mr  DeVoss 

149 

18 

44 

23 

4 

7 

5 

Mr.  Drake 

Physics 

20 

15 

35 

30 

15 

0 

5 

Mrs.  Eckdall   

Drawing  

152 

40 

39 

11 

1 

6 

2 

Mr  Ellis 

34 

29 

53 

3 

0 

14 

0 

German      

12 

50 

25 

0 

0 

25 

0 

Mr.  Gilson  

Public  Speaking.  .  . 

131 

34 

40 

10 

7 

4 

5 

Drawing     

57 

37 

24 

14 

19 

5 

0 

Miss  Harris  

Primary  Ed  

43 

25 

58 

5 

2 

•     5 

5 

Mr.  Holtz  .. 

Latin  

52 

38 

30 

25 

2 

4 

0 

Mr.  Karr 

English    

108 

35 

30 

24 

6 

6 

0 

Mr.  Keller  
Mr  Kelly 

Mathematics  
Training  School  .  . 

68 
131 

26 
21 

26 
56 

35 

13 

3 
1 

5 
5 

5 
1 

Miss  King.  
Mr.  Lindquist  

Libr.  Science  
Mathematics  

90 

226 

43 
19 

44 

53 

.      7 
13 

0 
4 

5 
9 

0 
2 

German      

36 

40 

43 

6 

0 

11 

0 

Mr.  Mayberry  
Miss  Minrow  

Chemistry  
American  History.  . 

97 
19 

28 
11 

51 
11 

7 
37 

2 
21 

4 
15 

7 
5 

Mr.  Monroe 

School  Ad  

124 

4 

39 

52 

2 

2 

0 

Art 

60 

38 

48 

8 

0 

5 

0 

History  and  Govt., 

76 

25 

41 

9 

6 

16 

3 

Mr.  Phipps  

Agriculture  
Home  Econ    >  .   . 

63 
47 

56 
38 

27 
34 

8 
19 

2 
2 

5 
0 

3 

7 

Mr.  Scoglund  

Commerce  

83 

23 

39 

14 

2 

19 

2 

English 

132 

20 

48 

15 

12 

5 

0 

Mr.  Smith 

Soc.  and  Econ  

116 

15 

48 

22 

4 

4 

6 

Miss  Tear  

English  

42 

17 

43 

30 

5 

5 

0 

Mr  Tidd 

Physics  

12 

33 

50 

17 

0 

0 

0 

Mr.  Triplett  

Psy.  and  Phil  
Physical  Training. 

141 

59 

21 
51 

50 
41 

18 
0 

0 

0 

8 

7 

0 
0 

Miss  Whitney 

American  History.  . 

119 

35 

43 

6 

2 

10 

4 

Mr.  Williams  

Eu.  History  
Biol.  and  Geol  .... 

108 

74 

28 
19 

43 
64 

19 
10 

1 

0 

8 
7 

1 

0 

Miss  Wright  

Mathematics  

27 

15 

11 

52 

11 

11 

0 

Physical  Training.  . 

13 

0 

46 

31 

0 

2 

0 

0 

6 

0 

0 

0. 

0 

Hiehe«t  percentage 

59 

72 

52 

21 

25 

8 

32       TEACHING  

TABLE  IV. 

'J'ntiilM.  1'ft.  °'H.  8'e.  F'S.  D'n. 

1.  Elementary  'courses     14, 472  4,597  6.080  2,389  543  863 

2.  Advanced   courses    4.152  1,537  1,671  578  141  225 

3.  Totals     18,624  6,134  7,751  2.967  -684  1,088 

4.  First   semester    3,711  996  1,628  626  223  246 


5.     Grand   total    22,335        7,130        9,379        3,593           907  1,334 

TABLE   V. 

Percentage    of    1's.  2'w.  3'x.  F's.  D's. 

1.  Elementary    courses.     .  .  .  .  : 32  42  17  5  6 

2.  Advanced  'courses    37  40  14  3  5 

3.  All    courses     33  42  16  4 

4.  First   semester    21  44  17  4  6 

5.  Grand   total 32  42  16  4  6 

TUBLE  VI. 

Normal  frequency    g>/<  38f/f  38f/r  9%  69}- 

Percentage  of  grand  totals  of  marks  given...    32  42  16  4  6 


TEACHING  is  sent  to  five  thousand  teachers,  editors,  superintendents, 
school-board  members,  libraries  of  Kansas  and  the  country  abroad. 

Recent  numbers  of  TEACHING  will  be  mailed  upon  request.  The  fol- 
lowing are  available: 

German  number,  August  1,  1914.     No.  1. 
*Chapel  number,  October  15,  1914.     No.  2. 

Physics  number,  November  1,  1914.     No.  3. 
*The  question  of  grades,  November  15,  1914.     No.  4. 
*The  teaching  of  nationalism,  December  1,  1914.     No.  5. 
""Playground  number,  December  15,  1914.     No.  6. 
*  School-board  number,  January  15,  1915.     No.  7. 
*Mathematics  number,  February  1,  1915.   No.  8. 

Summer  schobl  number,  February  15,  1915.    No.  9. 
"Testing  the  teacher,  March  1,  1915.     No.  10. 

Superintendents'  number,  March  15,  1915.     No.  11. 

Vocational  education,  April  1,  1915.    No.  12. 

Vacation  activities,  April  15,  1915.     No.  13. 
*Scientific  methods,  May  1,  1915.    No.  14. 

Y.  W.  C.  A  number,  May  15.     No.  15. 
*Fiftieth  anniversary,  November  1,  1915.     No.  16. 

Correspondence-study  number,  November  15,  1915.     No.  17. 

High-school  survey  number,  December  1,  1915.     No.  18. 
*High-school  curricula,  December  15,  1915.     No.  19. 

Rural  school  equipment,  January  15,  1916.     No.  20. 
*Household  physics,  February  1,  1916.     No.  21. 
*Folk  dance  number,  February  15,  1916.     No.  22. 
*School  and  nation,  March  1,  1916.     No.  23. 
*Grade  school  arithmetic,  March  15,  1916.     No.  24. 

Defectives  in  school,  April  1,  1916.     No.  25. 
*Some  problems  of  curriculum,  April  15,  1916.     No.  26. 
*Kindergarten  in  Kansas,  May  1,  1916.     No.  27. 
"Grade-school  reading,  May  15,  1916.     No.  28. 

Play  and  education,  September  15,  1916.     No.  29. 
History  in  the  grades,  October  15,  1916.     No.  30. 
Some  aspects  of  primary  education,  November  15,  1916.     No.  31. 
The   school   library,   elementary   and   rural,   December   15,   1916. 
No.  32. 

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